Newsletter No. 463

8 463 • 19.9.2015 What are your major responsibilities as PVC? My area of responsibilities is in education and that includes formal education at CUHK and practically all aspects of teaching and learning, including quality assurance and e-learning. I have to work with colleagues in, say, University General Education, CLEAR, the Library, and the School of Continuing and Professional Studies to maintain the quality and efficiency of the the full range of educational services offered by CUHK. You’ve had many roles as student, teacher, researcher and unit head at CUHK. Now you are looking at it from the top. Is the view different? I enjoyed my undergraduate days at CUHK tremendously, taking part in sports and a lot of other activities. I was a beneficiary of the variety and vibrancy of the education, both formal and non-formal, of CUHK. When I began to teach here, I did my best to ensure that my students enjoyed their school life as much as I did. Having worked in this University for so many years and now become a member of its management team, I have a better understanding of the various challenges and limitations faced by the University and see that in order to provide our students with a quality educational experience, nothing can be taken for granted. Competing priorities need to be managed carefully and a pragmatic approach adopted in the development of space for eventual growth. Your embarking on a teaching career has been inspired by your teachers, hasn’t it? Yes, I was impressed and inspired by teachers from my kindergarten, primary school, secondary school and university days. I am still in contact with some of them. Each in his or her caring and unique way showed what an inspiring job teaching is. They were my role models in my formative years. Why did you choose statistics? My undergraduate major was mathematics. I was fascinated by the universe of mathematics where logic holds sway. I minored in statistics and economics. I did not know much about statistics then but already saw that it’s a discipline where valid knowledge can be derived through mathematical means to help us make wise decisions in the face of uncertainties or inadequate information. Isn’t this the kind of situation we find ourselves in everyday? So I studied statistics in graduate school. How do you convey statistical knowledge to freshmen or the uninitiated? To be effective, I must know their backgrounds, interests and needs, and structure my teaching materials accordingly. I also use target-oriented learning activities and assessment to challenge them to go further. In delivery, I observe their responses and monitor their progress from time to time to ensure they internalize knowledge taught at every step of the process, and to raise their interest in the subject. How does Big Data impact the field of statistics? Big Data is relevant to many areas; statistics is the basis of data mining and analytics. Big Data has opened up many possibilities in research methodology and application, and brought about opportunities for interdisciplinary research. Why did you go for an MBA after you began teaching at CUHK? I was involved in curriculum design and student service very early on. Back then it was common for students of statistics to feel that the curriculum may not help broaden their career prospects. I knew that statistical tools were employed in many facets of business administration, like finance, marketing and project management, so I enrolled in an MBA programme to gain a systematic understanding of the subject and the applications of statistics in business administration. Using what I learnt, I designed a new course ‘Applications of Statistics in Business’, highlighting how statistical know-how can be put to good service in the commercial context. I hope the course can increase students’ interest in learning statistics, enhance employment prospects, and contribute to their positioning and development in the job market. What do you enjoy most besides teaching and university administration? I meet up quite frequently with friends that include my former teachers and students. During long holidays, I go on road trips in different countries with family and friends. I enjoy driving very much. ’ 口谈实录 Viva Voce 本刊由香港中文大学资讯处出版,每月出版两期。截稿日期及稿例载于 。 The CUHK Newsletter is published by the Information Services Office, CUHK, on a fortnightly basis. Submission guidelines and deadlines can be found at . 潘伟贤教授 Prof. Poon Wai-yin 副校长  统计学系教授  2011年教资会杰出教学奖得主  Pro-Vice-Chancellor/Vice-President Professor, Department of Statistics UGC Award for Teaching Excellence (2011) 身为副校长的主要职务是什么? 我的职责范围集中在教育,主要是学生的形式教育,涉及教 与学的各方面,如质素保证及电子学习等。我要与大学很多 部门如大学通识教育部、学能提升研究中心、大学图书馆、 专业进修学院等的同事共同努力,以确保大学提供的一系列 教育服务维持高质素及持续进步。 你是中大毕业生,又身兼老师、研究者、部门主任等角色于 一身,现在是管理团队一员,看事物有没有什么改变? 我在中大念书时参加很多活动(田径、游水、唱歌、朗诵、系 会),日子过得很开心,自觉从中大丰富又多姿的形式及非 形式教育中受益良多。我开始在这里教书,便决心尽力让我 的学生也同样地享受求学的乐趣。多年以后,我加入了管理 团队,更加了解大学面对的各种挑战和限制,明白到要为学 生持续提供高质素的学习经验,半分也松懈不得,而且要审 慎排列优次,务实地逐步扩阔发展空间。 你投身教育,是受以前的老师启发吗? 是的,我有幸从幼稚园到大学都遇上非常关心学生的老师, 令我觉得教育工作既神圣又有意义。他们都在不同阶段成 为我的榜样,到现在我还和一些启蒙老师保持联系。 为何选上统计学? 我在大学主修数学,很喜欢数学的逻辑性。我还副修统计和 经济,那时对统计所知不多,只觉得这个学科可以利用数学 方法,帮助我们在充满不肯定性和有限资讯的条件下作明智 决定,现实生活中我们不是每天都要面对这种情况吗?所以 进研究院便专攻统计了。 对新生或外行人怎样传授统计学知识? 首先要了解学生的背景、兴趣和需要,设计有系统的教材。也 要利用针对性的学习活动和评核方法,挑战学生的能力。在 传授过程中亦要留意他们的反应,并不时检视他们的进度, 确保学生在每一阶段都能把知识内化,提高对学科的兴趣。 大数据对统计学这门学科造成什么影响? 现在很多领域都面对大数据,而统计学是数据开采和分析 的基础。大数据在统计学的研究方法及应用上开拓了很多 可能性,亦创造了很多跨领域的合作机会。 在这里开始教书不久为什么又再修读工商管理硕士? 我很早便参与课程设计与学生工作,当时统计系同学常感觉 课程设计未能有效扩阔出路。我了解工商管理中许多部分如 财务、市场学、项目管理等等都要运用统计知识,故我报读 工商管理硕士课程,让自己能系统地了解统计学如何在工商 管理中发挥作用。我利用学到的知识设计了一个科目「统计 学的商业应用」,带领学生了解统计学在商业营运上的实用 性。我期望这个科目能提升学生学习统计学的兴趣,扩阔他 们的就业机会,帮助他们在职场上定位及发展。 除了上课和大学行政外你还喜欢做什么? 我常常跟朋友见面聊天,其中包括很多以前的老师和学生。 我亦很喜欢在长假期与家人及朋友到不同国家自驾旅游, 我很享受驾驶的乐趣。 Photo by ISO staff