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7. Teaching and Learning Support and Student Resources

7.1 Approach

7.1.1 The University has a strong infrastructure to support T&L and student life. Institutional goals, strategies and monitoring mechanisms direct the development and delivery of these support services. In addition, individual Faculties implement other initiatives to support T&L in respect of their academic programmes.

7.1.2 Some of the T&L support and services are already mentioned in previous Chapters, including CAES and the School of Chinese are committed to enhancing students’ competencies in the English and the Chinese languages and in communications (see Sections 1.8 and 1.9); GHELC and the HKU Horizons Office support respectively students’ experiential learning activities and learning outside Hong Kong (see Sections 1.10 and 1.11); and CETL provides dedicated support to our teaching staff for their professional development and discourse (see Section 6.3). Other support services are set out below.

7.2 E-learning support

7.2.1 The University’s E-learning Strategy focuses on the enhancement of student learning experiences, adopts a learner-centred approach, and is supported by evidence and science of learning. It emphasises the strengthening of the existing capacity to provide a rich learning environment for students through the innovative and effective use of technologies. It sets out the goals of e-learning and the corresponding measures to achieve these goals. To develop a comprehensive and effective strategy for excellence in learning, the E-learning Strategy will become part of the institutional Teaching and Learning Strategy which will be formulated in 2021. Reviews are conducted regularly to ensure that HKU will remain agile and competitive.

7.2.2 TELI and EPSU are the major providers of e-learning support. They work in conjunction to provide pedagogical and technical support to Faculties on e-learning operations (e.g. designing flipped classroom sessions, developing online learning courses and enhancing the learning management system).  They have emerged as an “innovation powerhouse” to enable quick experimentations of new pedagogies and new modalities of contents delivery. The establishment of the Teaching Innovation Production Studio addresses the need for a more technology- and media-rich learning environment.  They also collaborate with the E-learning Team of ITS and CETL to provide professional development opportunities to Faculties in the enhancement and innovation of T&L through technology. Individual Faculties have also implemented different forms of e-learning initiatives, some cases of which are facilitated by TELI and EPSU and generated from TDG projects. To better equip teachers for online teaching, TELI, collaborating with ITS and CETL, provides a range of support, including webinars, online workshops and a one-on-one consultation service for teaching staff. Teachers can make an appointment through the consultation service booking system. Alternatively, they can seek help from TELI’s tech experts when they encounter online teaching problems, using email or an instant messaging application. TELI has also created a website about online teaching and learning (, which serves as an information hub for both teachers and students to access the latest information on T&L arrangements, useful resources and support.

7.2.3 The Senate’s E-learning Committee oversees the implementation of the University’s E-learning Strategy, ensures that quality management of e-learning is comprehensively conducted, and promotes excellence in the use of technology for T&L. The Learning Environments Committee is tasked with advising on and monitoring the development and upgrade of e-learning facilities in the appropriate learning environments with a view to maximising the synergy between the physical learning environment and the technology-enriched intellectual space. The Terms of Reference of these two committees are at Appendix 7.1.

7.2.4 The E-learning Committee devises and progresses an institutional approach to e-learning, sets appropriate benchmarks and sensible success indicators as necessary, monitors the relationships with institutional partners, and ensures the availability and adequacy of e-learning resources. It is assisted by its Sub-group, which helps the Committee to identify critical issues pertaining to the development of online teaching and learning at the University, and offer suggestions for enhancement. The terms of reference of the Sub-group are at Appendix 7.2.

7.3 Classrooms and IT services

7.3.1 ITS manages a wide range of technologies, facilities and services in support of T&L in the University, including an advanced information technology (IT) infrastructure with IT facilities and associated support services, SIS (see Section 7.4), the physical and virtual learning environments (i.e. the digital space in support of T&L) (see Section 7.2). It offers training courses, workshops and end-user support services to enable staff and students to make the best use of these technologies, facilities and services.

7.3.2 The Learning Environment Services Team of ITS manages the physical learning environment, including centrally managed classrooms and lecture theatres, and the Learning Commons. To enable teaching with technologies by bridging physical and virtual learning environments, classrooms and lecture theatres are designed and built in different sizes and configurations to suit various teaching and pedagogical needs like blended learning. The Learning Commons are equipped with modern learning facilities that encourage and facilitate individual and group study.

7.3.3 A set of Learning Space Design Guidelines and Standards prescribing the requirements of the University in future learning space projects and equipment upgrades is at Appendix 7.3.

7.3.4 In addition to the centrally managed Moodle learning management system and the Panopto lecture capture system, the Student e-Portfolio System is developed, in collaboration with TELI, with the aim to empower students in documenting their multifaceted teaching and learning experiences. This System can be used for capturing, documenting and evaluating students’ out-of-classroom learning activities, including experiential learning, internship, co-curricular and extra-curricular activities. Features have been built in to facilitate students to interact with their teachers and peers via comments and assessments, and with potential to build relationships with external employers.

7.3.5 The Information Technology Policy Committee (ITPC) advises and reports to the Council on all matters relating to the development and support of IT on the University campuses.  It provides high-level governance in relation to institutional resource allocations and setting of priorities for the capital and operational development and support of IT.  ITPC also provides oversight on the formulation and implementation of the institutional IT strategy and University-wide IT related policies.  In addition, the ITS has set up an IT Services Consultative Advisory Meeting (ITSCAM) to solicit user inputs for Information Technology Services related to the needs of the University community with respect to information technology development and support for teaching, learning and research as well as the provision and implementation of information technology facilities and services of the University.  ITSCAM coordinates with faculties, departments and student associations for effective, legitimate and safe use of the University-wide information infrastructure systems and facilities, and promotes awareness on the compliance requirements related to relevant laws and policies.

7.3.6 The Terms of Reference of the ITPC and ITSCAM are at Appendix 7.4.

7.4 Student Information System

7.4.1 SIS is an integrated suite of systems developed to support student and administration services. At its centre is a large-scale student records and administration system, with which a number of satellite systems interface and exchange data. It is equipped with a number of core functions and modules covering admission, student registration, student records, student fees calculation, course information and learning outcomes, class scheduling, course selection and enrollment (including declaration of major/minor programme(s)), academic advising, grading, transcripts, Academic Attainment Profiles, degree audit, student and Faculty self-services, and interfacing with other University systems (e.g. Moodle and SFTL).

7.4.2 The user guides and reference materials facilitating staff and students in using the System are available on the HKU Portal.

7.4.3 The relevant teaching unit should input course information for new courses and update course information for existing courses in the SIS Course Info Template after approval has been obtained (see Chapter 3) to ensure that the course information is up to date.

7.4.4 Approved changes to curriculum or programme requirements necessitate updating of the relevant SIS Program Guide, which shows the course lists of the programme(s) declared by individual students.

7.4.5 The work of SIS is overseen by the SIS Steering Committee.

7.5 Libraries

7.5.1 The University of Hong Kong Libraries is an essential part of the educational facilities provided to staff, students and graduates of the University. The Libraries advances the teaching and learning, research, and knowledge exchange pursuits of the University through its outstanding resources, people-centred services as well as its innovative and collaborative approaches.  The Libraries consists of the Main Library and six branch libraries, namely Dental Library, Fung Ping Shan Library, Lui Che Woo Law Library, Music Library, Tin Ka Ping Education Library, and Yu Chun Keung Medical Library.  Notable within the Main Library is the Archives and Special Collections which houses the official records and publications of the University and those unofficial and personal records relating to the University Family, as well as a unique collection of Hong Kong materials, rare books, pamphlets, and microforms.   The Main Library and the six branches are located across the University (

7.5.2 The University Libraries has also gained depository status for a number of core international collections, and two of them, namely the European Documentation Centre and the World Trade Organization, are housed in Special Collections.  Besides offering a congenial environment for study and research, the Libraries also provides a wide range of information resources including a comprehensive collection of books, journals, audio-visual materials and a rapidly expanding collection of article databases, e-books, e-journals, e-news.  Many of these electronic resources are available on the web by authenticated access.

7.5.3 The Libraries conducts user satisfaction surveys on a biennial basis to collect users’ feedback to identify performance gaps and studies user preferences for print and electronic materials, and the Library environment.  The Libraries also learns about users through user experience research, in line with global academic library best practices.  Future plans for improvement and development are drawn up based on the survey and research results.

7.5.4 The Library Committee, a committee of the Senate, advises the Senate on the management of the Libraries and the information services provided through them. It also advises the Libraries on the annual recurrent budget submission.

7.5.5 A copy of the Terms of Reference of the Library Committee is at Appendix 7.5.

7.6 Academic advising

7.6.1 The University has a university-wide academic advising system to help undergraduate students understand the aims of University education, the culture and ethos of learning, the available educational options and the paths that could be taken so that they can draw their own roadmaps to achieve their goals and monitor their own progress (Appendix 7.6). 

7.6.2 The academic advising system emphasises the construction of learning relationships especially for students in their first year of study and developmental processes as their studies progress. It is based on a comprehensive network involving four key components which interact with each other: Faculty, central, residential and online. All first-year students have an assigned Faculty Academic Adviser whom they are encouraged to meet in the first year of study and whenever they need advice on their studies. In addition, all students have access to central and specialised academic advisers upon their request. For students living in residential halls, residential student advisers are available. Online academic resources are also available to both teachers and students.

7.6.3 The AAFYEC, a sub-committee of TLQC, oversees the implementation and monitoring of academic advising across the University. AAO provides administrative support to the AAFYEC and is responsible for the coordination and implementation matters and arranging workshops and presentations on academic advising for students and staff. Moreover, all Faculties, residential halls and colleges and CEDARS are actively engaged in implementation of the academic advising system.

7.6.4 Statistical data are collected through SLEQ-UG and SIS Advising Tools developed by AAO. The annual SLEQ-UG survey contains a section on academic advising to gauge the use and helpfulness of the academic advising system to students.

7.7 First year experience and academic induction

7.7.1 The Senate approved in March 2012 the six goals on FYE and academic induction (Appendix 7.7).

7.7.2 The University’s FYE and academic induction activities are overseen by the AAFYEC. The Committee takes charge of high-level coordination of FYE activities, reviewing SLEQ-UG findings on FYE, monitoring follow-up action(s) to address student concerns and reporting annually to TLQC.

7.7.3 A number of FYE initiatives have been implemented, in respect of the promulgation and organisation of induction activities, student learning support, class scheduling and residential hall and college activities. An online survey is conducted to collect students’ feedback on the induction activities.

7.7.4 In achieving the FYE goals, all Faculties, university offices, CEDARS, student organisations and community partners contribute to the design and implementation of induction and orientation activities. CEDARS hosts the one-stop FYE website for new students to obtain essential information on registration, orientation and induction activities, and essential academic and non-academic induction information contributed by the various stakeholders.

7.8 Student scholarship

7.8.1 The University administers a large number of scholarships and prizes to deserving students, primarily in recognition of their outstanding academic achievements.  Many schemes also take into consideration students’ non-academic achievements and financial needs.  These scholarships and prizes are mostly funded by donations.  The award of scholarships and prizes is a belief in investing in human capital and providing deserving students with the opportunities to excel and prosper.

7.8.2 The Scholarships Office (SO) of the Registry is the central office which assists Senate’s Board of Academic Awards in overseeing the establishment, promotion and awarding of scholarships and prizes.  The Terms of Reference of the Board of Academic Awards is at Appendix 7.8.  SO provides a one-stop service for students related to the application and award of scholarships, as well as coaching advice for interviews.

7.8.3 For scholarship schemes that are open for application and administered by SO, they are publicised through the HKU Scholarships website (, and through bulk emails.  In addition, the Scholarships website provides information on external scholarship schemes (i.e. those offered by parties outside HKU).

7.8.4 Faculties, departments and units also play a key role in that they directly administer a number of scholarships and prizes. Each Faculty has a Faculty Scholarship Coordinator who acts as the point of liaison between the Faculty and SO.

7.8.5 SO has worked together with the Development and Alumni Affairs Office to develop the “Internal Manual for Scholarship and Prize Administration” (Appendix 7.9) for better coherence and coordination with Faculties and Departments.

7.9 Student affairs and resources

7.9.1 Under the leadership of the Dean of Student Affairs, CEDARS ( creates opportunities, garners resources and collaborates with partners:

  • to achieve the HKU educational aims for undergraduates and postgraduates;
  • to advance wellness, citizenship in local and global communities, social commitment and whole person development among all students;
  • to bring out the full strengths of students and maximise their exposure and experience of students in the realms of intellectual, personal, moral and social development;
  • to effectuate mutual engagement between staff and students;
  • to develop a collegial, inspiring and gratifying working environment for staff that promotes aspiration, advancement and overall wellness; and
  • to become a leader in student support and co-curricular programme in Asia.

7.9.2The main areas of work of CEDARS include:

  • provision of outside classroom non-credit bearing co-curricular learning and general education opportunities to foster students’ whole person development;
  • internationalisation and integration of different cultural backgrounds;
  • professional counselling services and mental health education;
  • placement and graduate employment support;
  • building a supportive, inclusive and diversified campus (covering catering, housing (see Section 7.10) and amenities centres);
  • financial support and educational funding for individual students and student projects;
  • advisement and support for student societies, individual students and student projects; and
  • support services for students with disabilities or special educational needs (see Section 7.13).

7.9.3 CEDARS adopts a systematic approach to assure the quality of their programmes and activities. Evidence and feedback are collected through diverse methodologies and from multiple stakeholders to inform goals, designs and implementation of its programmes and services. For benchmarking purpose, the instruments for collecting feedback are standardised.

7.9.4 CEDARS comprises three Sections (viz. Campus Life, Careers and Placement, and Counselling and Person Enrichment) and a programme team (viz. General Education).

7.9.5 The Committee on Student Affairs discharges and reports to the Senate on matters of student welfare and facilities. The various functions of CEDARS are monitored by the Committee on Student Affairs and its sub-committees:

  • Careers and Placement Committee;
  • Committee on Campus Life;
  • Committee on Catering;
  • Committee on Halls;
  • Committee on Personal Development and Counselling; and
  • Governance Committee of the Residential Colleges.

These sub-committees as well as the Dean of Student Affairs advise, and submit annual reports to, the Committee on Student Affairs. The Terms of Reference of the Committee on Student Affairs and its sub-committees are at Appendix 7.10.

7.10 Residential education

7.10.1 Residential education plays a significant role in complementing the formal curriculum in the achievement of the University educational aims (Appendix 7.11). The Committee on Halls advises the Committee on Student Affairs on all matters pertaining to student residence and student welfare in residential halls and non-residential halls, as well as the development and planning of halls of residence. The Governance Committee of the Residential Colleges oversees all matters related to residential colleges and reports to the Committee on Student Affairs.

7.11 Sports and exercises

7.11.1 Apart from managing the University sports facilities for student / staff’s recreational and training use,  the Centre for Sports and Exercise ( also designs and implements the UNI-SPORTS,  UNI-ADVENTURE and Exercise is Medicine on Campus programmes to encourage members of the HKU family to stay fit and healthy. The programmes aim to provide participants with not only an appreciation of the link between regular physical activity and well-being but also the opportunities to develop skills needed for life-long sports, activity involvement, chronic disease prevention and management.

7.11.2 There are 6 main categories of Uni-Sports: a) aquatics; b) dance and physical fitness; c) golf; d) marital arts and archery; e) rackets and ball games; and f) yoga and pilates. The programmes are available to beginners, intermediate-level participants and experienced performers.

7.11.3 Uni-Adventure aims to provide opportunities for those who wish to explore new and dynamic educational experiences. Through a series of challenging outdoor activities and initiative exercises, participants will experience unique learning opportunities to enhance leadership and communication skills and strengthen self-esteem and personal development.

7.11.4 The Centre for Sports and Exercise also runs the Active Health Clinic ( that conducts health and fitness programmes and education via its Exercise is Medicine initiative (  The Active Health Clinic serves as a hub for clinicians, exercise specialists and other allied health professionals in promoting health and physical activity among special populations and individuals who are at risk of developing inactivity related diseases such as diabetes, hypertension, cancer and osteoporosis.  The Exercise is Medicine initiative, a partnership with the University Health Service, is tasked with improving the health and wellness of all HKU staff and students by promoting physical activity as a vital sign of health.

7.11.5 HKU is the first campus in Asia to be recognized through the American College of Sports Medicine as a Gold Level Campus, demonstrating HKU’s commitment to actively engaging in and providing physical activity opportunities (education and programmes) to enhance staff and students’ healthy and active lifestyles.

7.12 Health service

7.12.1 The University Health Service provides for the health needs of students and staff with the aim of promoting and maintaining their physical and psychological well-being through the provision of accessible and cost-effective primary health care and health education (

7.13 Services for students with special educational needs

7.13.1 CEDARS Special Educational Needs (SEN) Support assists students with documented disabilities to have equal learning opportunities in university education. It provides a one-stop service for students with SEN, including those with physical and sensory disabilities, learning and developmental disabilities, mental illnesses, chronic medical illnesses or multiple disabilities. It works with Faculties, residential halls and colleges, as well as other support units to provide a full range of services to support students’ learning and mainstreaming to the campus life (

7.13.2 The SEN support team in CEDARS also provides individual assessment to students with SEN and communicates the reasonable academic recommendations to the faculties, course teachers and Examinations Office in an individualized Letter of Reasonable Accommodations/Adjustments. The SEN Contact Person in each Faculty disseminates the information to the teachers and implements the logistic arrangements.

7.13.3 A comprehensive staff guide “Walk with Me” ( informs staff the best practices on supporting student psychological wellbeing and promotes joint-care with professionals at CEDARS.  Guidelines on preparing teaching materials for persons with visual impairment ( are available on the Equal Opportunity Unit (EOU) website to facilitate arrangements in individual courses . Web accessibility practices ( can also be found on the ITS website. Awareness-raising materials, trainings, and programmes are developed and conducted by CEDARS and EOU for both staff and students.  Feedback is collected after the completion of these activities.

7.14 Discrimination and harassment

7.14.1 The University is committed to creating, promoting and maintaining an environment of equality of opportunity for members of the University community, free of any discrimination and harassment. There are in place an established Equal Opportunity Policy (, Guidelines Governing Relationships Between and Among University Staff and Students ( and Procedures for Handling Discrimination/Harassment Complaints (

7.14.2 The Equal Opportunity Committee, established by the Council and the Senate, has responsibility for advising the University, its staff and students on policies, good practices and positive steps for enhancing integration and diversity, and reviewing University policy in providing equal opportunity for all its members and the public, in accordance with the general direction given by the Council (Appendix 7.12). The Equal Opportunity Unit, led by the Equal Opportunity Officer, provides support to the Equal Opportunity Committee, promulgates equal opportunity at the University, handles discrimination and harassment complaints and enquiries, and discharges associated duties (

7.14.3 In accordance with the current Procedures for Handling Discrimination/Harassment Complaints (, the Discrimination Complaints Committee shall be set up, as deemed appropriate by the President and Vice-Chancellor upon recommendation of a preliminary inquiry report on a complaint, to undertake a full-scale investigation and to make findings upon the complaint. The Discrimination Complaints Committee shall consist of a Chair who shall be a lay member of the Council, a staff member, one student member, one Senior Equal Opportunity Advisor, one member from a list of Equal Opportunity Advisers (staff members nominated by Heads of Departments), and where the complainant or the respondent is a postgraduate student, a nominee from the Postgraduate Student Association.

7.14.4 With a view to enhancing students’ awareness of and sensitivity to generate more thoughtful and respectful use of language in academic work, a guideline on the use of inclusive language in academic work has been developed for reference by students (

7.15 Student complaints and grievances

7.15.1 The University has in place a set of established Procedures for the Resolution of the Grievances of Students ( (These procedures, however, do not apply to examination results determined by BoE. There is no provision for appeal against examination results (see Section 5.3).) A student holding a grievance against a staff member can approach the Dean of Student Affairs for advice and support, and seek resolution through informal mediation by the home Faculty or Department or the Equal Opportunity Unit, as appropriate (see Section 7.14). There is also provision in the procedures for a complaint to be investigated by a Committee of Enquiry set up by the grievances panel comprising members internal and external to the University.