Organizational Culture

This observation of the TLQPR Panel calls, in effect, for a change in the organizational culture, and is related to the earlier recommendation (p. 14) regarding the priorities assigned to teaching and research. As discussed in that section, several strategies are being pursued to establish a culture in which teaching is given the priority it deserves as a professional activity. In particular, the importance of assessment of teaching performance in academic review processes has been stressed, and this has been communicated to the academic staff. There has also been a systematic effort to increase the kind and nature of recognition given to good teaching.

Two initiatives of UGC have played an important role in changing attitudes and perceptions. First of all, the TLQPR Report itself has been widely disseminated and discussed among academic staff. A key part was played by the three special Senate meetings on the TLQPR Report and the discussions at meetings of the six Senate task forces (which involved all members of Senate). This has produced an understanding of the issues raised by the Report, and a consensus to move ahead to make the required improvements. A second UGC program, the provision of Teaching Development Grants, has underlined the importance UGC attaches to teaching, and rewarded those faculty interested in improving teaching and learning with financial support for their ideas.

Attitudes and culture are not as easy to document as the adoption of new policies or the creation of new committees, but we believe there has been a major change on the HKUST campus during the past year.