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Global Citizen GO!


Index P.2

Foreword Professor Gordon Y N Tang, Director of Student Affairs Mr Tony M H Chan, Assistant Director of Student Affairs, Head of Leadership Qualities Centre

P.5

Global Vision Programmes 2015-16

P.8 P.12 P.16 P.20

• Service and Study Tour Change-Makers Programme University YMCA® (HKBU) Global Vision Programme – Food Libra Hubei Service and Study Trip Leadership-in-Action for Outstanding Services (LAOS) – Mission in Vientiane

P.24 P.28 P.32

• Study Tour Yunnan Handicrafts Study Trip Study Tour to Washington DC Wofoo Civic Leadership Programme – Inner Mongolia Cultural Study Tour

P.36 P.40

• International Conference Model United Nations Training Programme HKBU Global Youth Summit

P.44 P.48

• Personal Development Programme University YMCA® (HKBU) Personal Development Programme – Trier Service-Learning Global Internship Programme

P.52

Appendix

P.54

Acknowledgement

P.58

Message from Staff


Foreword

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Professor Gordon Y N Tang Director of Student Affairs

University education is not only through classroom teaching. Much learning experience and growth come from non-classroom activities. These learning activities are outside classrooms, outside the campus, and even outside Hong Kong. Indeed, the mission of Hong Kong Baptist University is to provide Whole Person Education to young students. In today’s trend of globalisation, we aim to nurture our students to become responsible citizens and leaders with global vision. That is, our students are not only equipped with necessary knowledge and skills, able to think critically and intensively, but also have the willingness and ability to understand different cultures and other people’s needs and have the full passion to serve others. We are delighted to see that our students together with Leadership Qualities Centre of Office of Student Affairs have organised over ten meaningful global vision programmes in the year 2015-16. Near 500 students have participated in these programmes which allowed them to go global and grow intellectually. Some of these programmes have more services element in nature while others have more cultural exposure experience. In either ways, we are sure that our students can learn a lot in different aspects and we sincerely hope that they can share what they have learned and experienced through these programmes to their fellow classmates and encourage more students to join in coming years. Last but not least, we would like to thank Wofoo Leaders’ Network and Chinese YMCA of Hong Kong, our long term supporting partners who share our mission, and other colleagues and supporters who have contributed to the success of these programmes. With all these strong support and dedication, we look forward to another successful year with more students to go global and be future global citizens!

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Mr Tony M H Chan Assistant Director of Student Affairs, Head of Leadership Qualities Centre

Why Global Citizenship?

This generation is very different from their 20th-century counterparts. Students need critical thinking skills, self-awareness and confidence that will empower them to take on unfamiliar challenges ahead. They need to be able to work in teams of diverse individuals, opinions and experiences. They will most assuredly be faced with some of the world’s greatest challenges. They will need to ensure there are sustainable supplies of food, water, and energy on this planet with ever-dwindling natural resources, and to tackle the rise of nationalism and terrorism which creates panic and anxiety in every corner of the world. Whatever the challenge, they will need to work collaboratively and creatively, across borders and disciplines, with ethics, and with other people that may be very different from them. Global citizenship sees beyond the world’s political borders and encourages our young people to step out of their comfort zones, share their opinions, develop their potentials and explore their own values, while respecting the cultures, values and opinions of others. We are now helping to build a global village with cultural heterogeneity and local characteristics by preparing our current young generation for global citizens to take on the challenges that will undoubtedly lie ahead and to explore a world of possibilities together!

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Global Vision Programmes 2015-16 Students are encouraged to have a deeper global awareness and understanding of other cultures, so that they can benefit from the exchange of practices, knowledge, expertise and resources, thereby having a global outlook. We provide students with a series of experiential learning activities and different forms of global vision programmes ranged from study tours, service tours, international conferences, internship and personal development programmes, etc., which aim to nurture our students into internationally-minded and responsible global and local citizens.

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Global Vision Programmes 2015-16 Timeline Dec 2015

Change-Makers Programme

Jan 2016 University YMCA® (HKBU) Global Vision Programme – Food Libra Yunnan Handicrafts Study Trip University YMCA® (HKBU) Personal Development Programme – Trier

Mar 2016

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Model United Nations Training Programme HKBU Global Youth Summit


Service-Learning Global Internship Programme

Jul – Aug 2016

Leadership-in-Action for Outstanding Services (LAOS) – Mission in Vientiane

Jun 2016 Study Tour to Washington DC Hubei Service and Study Trip Wofoo Civic Leadership Programme – Inner Mongolia Cultural Study Tour

May 2016 Service and study tour Study tour International conference Personal development programme

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Service and study tour

Change-Makers Programme 30 Dec 2015 - 9 Jan 2016 Mae Sot, Thailand

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With the motto “Global Vision, Local Action”, the Change-Makers programme (CMP) aims to nurture participants into responsible global citizens who care about the world. It consists of (a) training sessions, (b) an overseas service/study tour and (c) post-trip advocacy activities. Students have to carry out creative action plans, which target to make some changes on a certain issue. Through the series of research and experiential learning activities, they will develop to be agents of social change for a better world for humanity.The selected global issue for study in the 2015-16 academic year was “refugees”.


Key

Activities

1

Training sessions Seven training sessions, including workshops and a visit to a local refugee slum, were arranged before the overseas service trip to enhance students’ understanding of the refugee issue. Students also organised a campaign to raise useful materials (e.g. stationery) for the migrant children in Mae Sot.

Overseas service trip

2 3 4 5

In the 11-day trip to Mae Sot, Thailand (in western Thailand that shares a border with Myanmar), students worked with Burmese migrants there for reconstruction of migrant schools. Students also visited the UNHCR Field Office at Mae Sot and a rubbish dump in which a lot of Burmese refugees/migrants live so as to understand more about the specific situation of the refugees/migrants there.

Advocacy activity 1: Myanmar Week Students took around three months to prepare for the Myanmar Week. They targeted to raise fund for building a dining hall and kitchen in one of the migrant schools to spare the migrant children from having lunch under the burning sun. A selling counter, a game booth, a mini photo exhibition and a Co-curricular Learning talk were held on campus.

Advocacy activity 2: Movie Night Students successfully gained the broadcasting permission from the British producers of the documentary Moving to Mars: A Million Miles from Burma and screened it for fund-raising. Another micro-documentary produced by the students was also premiered in the Movie Night.

Advocacy activity 3: School Talk In order to raise the community awareness of the refugee/migrant issue, several school talks were delivered to introduce secondary school students to the refugee/migrant situation in Mae Sot.

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Participant Reflection Ye Karina Yan Wen, Kira Visual Arts / Year 4 The programme gave me a really great opportunity to help the others as well as to learn and grow. It allowed me to get out of my comfort zone and engaged into a work that is both practical and meaningful. The trip helped me to understand that happiness comes from believing that the work you are doing can really make the lives of others better.

Lau Chun Tao, Jay Visual Arts / Year 4 Overall, I think the programme enriched us with an unforgettable and eye-opening experience. It was well constructed, providing us with a chance to explore the refugee issue in Thailand as well as a better understanding of the local refugee issue. The trip to Thailand was also well-planned. It was definitely a life changing experience!

Zhang Fengjing, Phoebe Sociology / Year 4 CMP has made me understand that we need not change the whole world once and for all. Instead, a bottom-up approach can be empowering to the people of concern. What really matters is “making a difference to a particular person.� Moreover, the difference we made was always mutual.

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Participants build a classroom for the migrant children.

Fun time with local migrant children during the break

Construction work is completed! The poor living condition in the rubbish dump is shocking.

Highlight The advocacy activities organised by the Change-Makers was a great success. With the generous donation from the public, the fund-raising target of building the dining room and kitchen for the Burmese migrant children was met! The construction work was carried out in July 2016 by another team of HKBU students.

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Service and study tour

University YMCA® (HKBU) Global Vision Programme – Food Libra 2 - 8 Jan 2016 Manila, The Philippines

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University YMCA Global Vision Programme is a four-month programme aiming to foster students’ awareness of global issues and to nurture them into responsible global citizens. The theme of each year’s programme varies depending on the global trend as well as students’ interests. The theme of 2015-16 was Food Libra; poverty and hunger were chosen to be the focus of investigation. Through a series of experiential learning activities including a seminar, voluntary service, an on-campus campaign and an overseas study and service tour, students were given the opportunity to broaden their horizons on specific global issues and the respective measures to relieve the problems.


Key

Activities

1

Talk on global food crisis Experts from World Vision Hong Kong were invited to share with the Food Libra team and other newly recruited HKBU students an overview of poverty situation around the world, food security and the respective measures taken in countries suffering from poverty and hunger.

Bread Run

2 3

The Food Libra team and the new members were engaged in the nightly collection of fresh bread surplus across different districts. Each team of two visited two to three stores at closing time to pick up the surplus bread and delivered it to the food bank, namely Feeding Hong Kong. This allowed participants to witness many foods being wasted if they were not redistributed to people in need.

On-campus “Food Wise” campaign A big lunchbox model and display boards were set up by the Food Libra team at the Li Promenade to introduce to HKBU students the global food crisis and the food wastage situation across different universities in Hong Kong. Table stands were also installed in canteens to remind diners of the importance of “Food Wise”.

The seven-day study and service tour to the Philippines

4 5

Through a series of workshops and visits in Manila with youth from Manila YMCA and a two-day voluntary service in the Care Kitchen of Gawad Kalinga Village (producing over 2,000 lunchboxes just in two mornings) in Quezon City, the Food Libra team got to understand the hunger issues in the Philippines and the local measures/project that helps relieving hunger and poverty.

Joint University “Food Wise-A-Live” Hunger Game The Food Libra team organised the event for students of HKBU and other universities, in which the participants were able to learn about the food wastage issue in Hong Kong and the reflections from the Food Libra team through games and a small group sharing session. Participants joined the Bread Run as well to serve the local community.

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Participant Reflection Kwok Yee Sum, Sarah Organisational Communication / Year 2 How do you define richness? Filipinos define richness both materially and psychologically. To them, most people who live in poverty are actually “rich” people as they live a happy life. In Hong Kong, do people also take “happiness” into account when they define richness? This is what I want to question after the programme.

Ng Yam Hei, Jacky Social Policy / Year 4 Food Libra was a very well-planned platform for me to learn about the hunger issue and to serve as a global citizen. It inspired me that the responsibilities of a global citizen are not only to serve, but also to proactively pay attention to what’s happening around the world and to take action to combat global issues locally.

Kong Wing Suen, Cody BBA / Year 1 Food Libra programme was a valuable experience for me to investigate not only the problem of food shortage but also the reasons behind the poverty in the Philippines. We prepared lunchboxes starting at 3 am. When I gave out the lunchboxes to the kids, I understood the importance of food to them from their lovely eyes and smiles.

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The team makes over 2,000 lunchboxes for underprivileged kids in early morning in Quezon City. Kids enjoy the lunchboxes produced by the team. Yummy!

Partner Feedback

Mr Orlando F. Carreon / Director General, YMCA of Manila The programme gave opportunities not just to the YMCA of Manila, but also to its Hi-Y and College Y members to expand their horizon of perspectives on the issues of food distribution and poverty among the two cities, Hong Kong and Manila. The joint activities also built new network for both the Hong Kong delegates and Manila youth that is bounded on good memories of fellowship, immersion and informative discussions done within the programme.

Big lunchbox model is installed on-campus to promote “Food Wise� concept to HKBU students.

The Study and Service Tour to the Philippines

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Service and study tour

Hubei Service and Study Trip 天緣耆遇──湖北長者服務考察團 23 May - 30 June 2016 Wuhan, Hubei Province, China

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Hubei Service and Study Trip combines training, service preparation, and local services with an experiential learning trip in Wuhan, Hubei. It aims at enhancing students’ understanding of elderly issues through experiential learning means like direct service and study in both Hong Kong and Mainland China. Students are expected to learn the needs, financial and living conditions of the elderly in general, the difficulties they face, the social service they can use, as well as the related welfare and medical policies, etc.


Key

Activities

1

Team building and briefing session

2

Service training and preparation meetings

3 4

Participants got to know their teammates, formed a team and shared their expectation towards the programme. Meanwhile, the background, details and learning objectives of the programme were introduced.

Students were prepared for the upcoming local and Mainland volunteer services. Besides, students formed groups and designed a mini-research concerning the elderly-related issues.

Local service experiences Two local services were conducted in cooperation with Caritas Elderly Centre – Ngau Tau Kok. Students had designed group activities and visited the Elderly Centre and paid home visits to the elderly to promote health care messages.

Service trip 21 students had been to Wuhan, Hubei on Mainland China for eight days. They visited three elderly homes and served 200 elderlies with the students from South-Central University For Nationalities. This project was co-organised by Social Worker Across Borders.

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Participant Reflection Zhang Chunli Chinese Medicine / Year 2 In the trip to Wuhan, we visited and organised activities to promote health care messages in three elderly homes. Regardless of the background or resources the elderly had, their needs were the same: they wanted to be accompanied and cared by their relatives and friends.

Chin Jia Xin BBA Accounting / Year 2 I did not have a concrete concept about “community service” since it is rarely discussed in Malaysia. After this trip, I was impressed. I have understood the meaning of “to serve”, and experienced the happiness of “to serve”.

Choi Ka Lok Sociology / Year 3 This programme inspired me a lot. I learnt about the elderly related issues and reflected more about life and death. Chinese people avoid discussion about death because they think it is too negative. However, everyone will experience death. It made me think more about this topic and the need of preparing the elderly to round off their life journey.

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Students make handicraft with the elderly in Wuhan.

Students pay a home visit to the elderly living in countryside.

Students and the elderly design and demonstrate a fashion show.

The elderly learn to do healthy exercises together.

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Service and study tour

Leadership-in-Action for Outstanding Services (LAOS) – Mission in Vientiane 10 Jun – 17 Jun 2016 Vientiane, Laos

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“Leadership-in-Action for Outstanding Services (LAOS) – Mission in Vientiane” aims to train up HKBU students into servant leaders, who can humbly serve and understand the needs of others, before they lead. By organising programmes to train up Lao young people to be caring leaders to serve their community, participants acquire teamwork, communication and organisational skills throughout the pre-trip workshops and the training programmes in Laos. Ultimately, participants act as trainers to promote caring spirit and servant leadership to the local young people.


Key

Activities

1

Pre-trip training A series of preparation meetings and trainings on Lao culture and needs of the service targets and team building workshops among the participants were held to equip them with the basic knowledge about the trip and to provide them a platform to discuss the training activities for young people in Laos.

Training camp for Lao young people

2

A three-day training camp was carried out by the participants to train 40 local youth to be caring leaders in their community. Team building activities, workshops and sharing sessions were conducted to deliver the message of servant leadership. Participants also participated in voluntary services to help the local community as well as the Chinese community in Laos.

3

Cultural exposure in Laos

4

Tours to a few local museums and villages including a boat trip were arranged for participants to gain understanding of the daily life and culture of Lao people.

Post-trip reflection In-depth reflection sessions were held during and after the trip. By sharing and exchange of experience, participants further internalised their learning from the trip. Participants were also highly encouraged to share their experience with their community such as conducting sharing sessions on the campus.

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Participant Reflection Sum Bo Ngai, Patricia Social Work / Year 2 I found in this trip that humbleness with a serving heart is an important attribute of a leader. In the trip I kept reminding myself to be a servant leader to train up leaders, not followers, for a sustainable service. The trip trained me to notice the strengths of my teammates and to be an encouraging partner.

Cheung Hei Lam, Helena Biomedical Science / Year 1 A good leader does not mind to do more, does not compare and can bring out the best of his/her teammates. I found that good leaders need to know the strengths of themselves, as well as their teammates’. I am glad to find myself being confidence and flexible during most of the time.

Kong Yan Yan, Annie Social Work / Year 1 The trip to Laos was indeed a great experience. It provided me with an opportunity to meet the local people and know more about the local culture. Moreover, it enhanced my leadership skills and built up my self-confidence. I learnt to accept others’ views and correct from mistakes.

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Participants lead a team building activity for training Lao youth.

LAOS 2016 Hong Kong Team

Participants host the training camp for Lao youth.

Participants play music and sing in an act of worship in the training camp.

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Study tour

Yunnan Handicrafts Study Trip 彩雲手道──麗江手工藝文化之旅 2 Jan – 8 Jan 2016 Kunming & Lijiang, Yunnan Province, China

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It was the third year that HKBU cooperated with Yunnan University of Finance and Economics (YUFE) in organising a study trip to Yunnan. Handicrafts were the topic of study in 2015-16. With YUFE’s arrangement, 30 HKBU students had explored a wide range of Yunnan culture, such as handicrafts, ethnic minorities, tea culture, etc., via seminars and experiential learning activities in the trip. They also investigated the language of Nakhi people (納西族), the ethnic group living in Lijiang. The programme aimed at enhancing students’ understanding of Yunnan culture as well as intensifying their learning outcomes by the comparison between Hong Kong and Yunnan.


Key

Activities

1

Team building and briefing session

2

Thematic study and preparation meetings

As the first gathering of the programme, students got to know each other. Then, the programme information and study areas were introduced.

Students investigated various Yunnan cultures such as handicrafts, history, ethnic minorities, tea, etc. in groups as a pre-trip preparation. Group presentations were conducted so that the research results could be shared among the team.

Study trip

3

30 students travelled to Kunming and Lijiang, Yunnan on Mainland China for the seven-day trip. With the co-organisation of Yunnan University of Finance and Economics, students studied the Yunnan handicrafts, ethnic minorities, tea culture, etc. on-site. HKBU students and YUFE students also shared their experiences of university life with each other, which was a very fruitful cultural exchange.

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Participant Reflection Mau Man Sze BBA Accounting / Year 2 It was my pleasure to watch the performance of “Dynamic Yunnan (雲南映像)”. I was impressed by the Tibetan people’s strong wish to pursue faith. It inspired me that people should fight for their goal of life proactively to make their life flourish.

Huang Xuemei Social Work / Year 3 I tried seal carving in the handicraft workshop. In the beginning, I was hasty since I was worried about finishing it on time. The carving master advised me to concentrate and speak less during the carving. Then I discovered that my pace became different, and the process enjoyable, when I concentrated more. It made me reflect about the pace of my life and that in Hong Kong.

Kwok Chiu Ming Chinese Language and Literature / Year 2 After visiting the old town of Lijiang, I was still pondering the relationship between commercial development and cultural heritage of sightseeing spots. I did not get to appreciate the balance of Lijiang until I visited the Dongba papermaking store, which led me to reflect on the situation of Hong Kong in terms of cultural heritage and development.

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Students make wooden chopsticks and spoons in the Experiential Workshop.

Student learns to play the folk drum.

Student learns to brew a cup of good tea at the home of pu’er tea, Yunnan.

The fashion show of traditional clothing of different ethnic minorities in Yunnan

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Study tour

Study Tour to Washington DC 2016 23 May - 6 Jun 2016 Washington DC, USA

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Jointly organised with the Hong Kong-America Center, it was a two-week tour aiming to give students a flavour of American political campaigns in their Presidential election year. Through visiting different major government departments, think tanks, political parties and politicians in Washington DC, as well as attending election rallies scheduled in the Washington area, students were given the opportunity to broaden their horizons on international affairs and experience the difference in both politics and culture between Hong Kong and the States.


Key

Activities

1 2

Pre-trip training Three workshops and activities were arranged before the study tour to provide the participants with a deeper understanding about the American political system and platforms of different Presidential candidates.

Meeting with scholars and experts in American politics During the trip, students were able to meet up with different scholars and experts from the CATO Institute, Georgetown University, Media Matters, Meridian International Center, Brookings Institution, etc. to learn more about and discuss the upcoming Presidential election and the role of American journalism and its evolution to the digital age.

3

Meeting with political parties and politicians

4

Attending an election rally

5

Attending the National Memorial Day Observance

6

Sightseeing

Students learnt of social media strategies that the Collegiate Republican National Committee used to reach college students and met Congressman Mike Coffman of Colorado at US Capitol.

Students were given the opportunity to join a “March for Bernie� in Washington DC with the supporters of the Democratic Party Presidential candidate Bernie Sanders and learnt what attracted them to support Bernie.

Students visited the Arlington National Cemetery on the National Memorial Day and joined the annual observance with the American public while US President Barack Obama delivered remarks at the observance to honour America’s fallen military service members.

Students were arranged to visit the White House, US Congress, National Mall, the Kennedy Center, and different museums in the Washington area.

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Participant Reflection Tsui Ka Ho, Tony Government and International Studies/ Year 4 Whenever we are open-minded and proactive to explore, we will find out that the world is much bigger and more colourful than we could expect. The time the whole delegation spent together in the US was so great. If I were given the second chance to choose whether to apply for this study tour, I would spend no seconds to say YES. Yang Yuting, Charlotte International Journalism/ Year 3 Through this study tour, I gained a much deeper understanding of the American society, its cultures, traditions, possibilities as well as challenges. It is similar but also different from the America shown in television and news. Freedom and democracy are its DNA. But it is not without challenges: racial problems, the diverging wealth gap as well as disputation towards gun control.

Chung Wai Yee, Minnie English Language and Literature/ Year 3 This study tour has greatly enriched my understanding of US political and social life, particularly on the topic of the coming Presidential election 2016. I also benefited hugely from this tour in terms of improving my interpersonal communication and problem-solving skills, especially life skills in an unfamiliar environment. I believe this study tour has laid a good foundation for me to become both a better individual and a more useful member in the society.

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Participating in “March for Bernie”

Visit to the White House

Meeting Congressman Mike Coffman of Colorado

Partner Feedback

Aggie Kuperman / A retired US diplomat & tour guide of this trip The students were outstanding in every way. They were inquisitive, always ready for a challenge and for fun. I enjoyed them thoroughly, although the days were full and intense. Rebecca Lenn / Media Matters The students were fabulous and clearly have a bright future ahead – what awesome questions they asked. We look forward to hearing about their pursuits in the coming months and years!

Pamela Vogel / Media Matters It was wonderful to meet you and to hear such insightful questions and comments about our work from the group!

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Study tour

Wofoo Civic Leadership Programme –

Inner Mongolia Cultural Study Tour 23 May – 30 May 2016 Inner Mongolia Autonomous Region, China

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The programme aims to strengthen students’ knowledge of political and social environment, both locally and nationally, and their analytical and critical thinking so as to nurture able and responsible future leaders. It emphasises students’ learning and reflection through experience and action. Inner Mongolian Culture was chosen as the topic of study in 2015-16. The Study Tour increased students’ understanding of the Mongolian culture and its development in Inner Mongolia, helped them to get an overview of the current northern region, and enhanced their ability of critical thinking and intercultural awareness. HKBU students also interchanged ideas and experiences with students from Inner Mongolia University, leading to their profound reflection by comparing the two places in terms of politics, geography, history, economics, education and social development.


Key

Activities

1 2 3 4 5

Programme introduction and team-building 31 participants of different majors and years met each other for the first time. After several ice-breaking games, they introduced themselves and formed groups to be ready for the upcoming activities. They were full of expectations and were looking forward to the trip to Inner Mongolia.

Team activities and group discussion 1 After warm up exercises and games, students joined their groups to discuss the group study project for the tour. It was a chance for serious discussions, raising questions, dissolving the barrier within the group and fostering the team spirit. Each group had to hand in their project proposal draft by the next meeting.

A talk on Inner Mongolian history and culture Two scholars of Mongolian studies gave a vivid and detailed introduction to the history of Inner Mongolia and its cultural development to the participants. Students seized the opportunity to seek advice on their study topics.

Team activities and group discussion 2 Each group presented their study proposals to other participants and exchanged comments and feedback. Different voices were heard, and students gained insights and support from each other. All participants found their target for the study tour, which made the tour more meaningful and distinguished it from a general travel experience.

Pre-trip briefing and preparation After participants had done thorough research on Inner Mongolia, they hosted the pre-trip briefing on their own about the logistic arrangements as well as the itinerary about the places or activities which the tour would be visiting or doing. Students gave comments and tips to each other.

Study tour

6

Participants saw a lot of new things and faces and sought answers to their study topics in the eight-day and seven-night trip, which might be too short to fully explore Inner Mongolia. Although not all the questions in their minds were solved, the unanswered became part of their reflections and reminded them of their limitedness in the course of the experiential learning.

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Participant Reflection Li Yan Ying, Elva BBA Accounting / Year 2 It was the responsibility of the organising committee team to guarantee the safety of all participants and to make the best possible arrangement for the study tour. It was the most rewarding for us to see the participants’ eagerness to explore the Inner Mongolian culture, and their satisfaction in the learning process.

Chow Jung Sing, Jeff English and Literature Studies / Year 3 I feel excited every time when I go on a trip. Travelling means a lot. We can meet new people, learn new cultures and languages and taste local cuisine. This study tour provided me with a chance to understand the culture of Inner Mongolia and inspired me to think about the definition of culture.

Szeto Ka Wing Chinese / Year 4 I have to judge the credibility of what I saw in Inner Mongolia with my knowledge. Yet some feelings were genuine. I felt relaxing and comfortable to get along with my teammates in the eight-day trip. It was heartwarming that we took care of each other when something accidental happened.

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A professor of Inner Mongolia University introduces the Tibetan Buddhist scriptures of hundreds of years old.

HKBU students and Inner Mongolia University students had a wonderful time in exchanging cultures and experiences.

The breathtaking starry night of Inner Mongolia is hard to be seen in Hong Kong.

Students feel no weary nor fear to meet the rising sun at dawn, or the new challenges coming ahead.

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International conference

Model United Nations Training Programme 5 Mar – 8 Mar ; 20 Mar – 24 Mar 2016 Rome, Italy ; New York, USA

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The Model United Nations (MUN) Training Programme aims to nurture participants into responsible global citizens and leaders through a series of learning opportunities, in which they discuss important worldwide issues and engage in insightful academic and cultural exchange with global elites as they role-play diplomats in regional and international simulated United Nations conferences. It also aims at increasing the participants’ awareness of the United Nations and its functions in our daily world.


Key

Activities

1

Briefing session

2

First phase training workshops

3

HKBU MUN Conference & City University MUN Conference

4

Second phase training workshops

5

Commissioning Ceremony

6

National MUN Conference (New York) & Rome MUN Conference

7

Post-conference Presentation

Participants got to understand the objectives, requirements, logistics, detailed content and schedule of the training programme before enrolment.

There were altogether six training workshops scheduled in October to November 2015, in which participants were introduced to the basic rules and procedures of the MUN conference generally.

This was to provide a critical evaluation of the participants in order to select suitable candidates for the upcoming second phase training and the overseas MUN conferences.

The participants were introduced to advanced debate skills and strategies along with knowledge of the MUN as well as the United Nations itself. Moreover, preparation for the designated MUN conferences was provided.

Commissioning ceremony symbolised the kick-off of the journey of overseas MUN conferences and was an occasion for expression of thanks to our donors and commissioning the participants as HKBU delegations.

Participants demonstrated the skills and knowledge they learned and prepared to meet other contestants from all over the world.

It was to evaluate the performance of the participants and to give them constructive criticism in order to improve their abilities for future conferences and, most importantly, reassure their roles as global citizens.

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Participant Reflection Tsoi Man Chim, Timmy Social Work / Year 2 I made friends and have further understood the culture of each other. Such friendship enables us to develop sensitive cultural understanding towards different countries. All in all, Rome MUN was a conference that provided opportunities, challenges and reflection for us to grow mentally.

Chan Kin Ho, Michael

Government and International Studies / Year 2 ‌[T]his time I won in terms of the courage to clearly share my idea, clarify my point when being attacked, point out the fallacies of the others, and face the challenges ahead, rather than the Honourable Mention itself.

Pang Yu Tung, Jessie

China Studies – Geography / Year 2 MUN challenges the delagate every time as one will always face new topics, situations, partners, bloc mates, etc. One will always find out his/her new personal strength and weakness and continue to work on it to become stronger and better.

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The HKBU Model United Nations Conference 2016

HKBU delegation is prepared to join the Rome Model United Nations Conference.

Students participate in the City University Model United Nations Conference.

HKBU delegation visits the Headquarters of the United Nations.

Highlight The HKBU delegation represented different countries in the Rome Model United Nations Conference, such as Spain, St. Kitts and Nevis, Korea, France and so on in different simulated committees to discuss a range of controversial international issues. One of the HKBU delegates, Ha Giabao (Faculty of Social Sciences, Year 1), won the Honourable Mention for his brilliant performance. The HKBU delegates who attended the National Model United Nations Conference - New York represented the Republic of Latvia and were assigned to eight different committees. The delegation was awarded the Honourable Mention Delegation.

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International conference

HKBU Global Youth Summit ‘Prison Break – Leave to Live’ 5 Mar 2016 – 6 Mar 2016 Hong Kong, China

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Hong Kong Baptist University Global Youth Summit (HKBUGYS) is committed to inspiring and cultivating local and overseas youngsters to have a global mindset and become aware of the wider world while respecting and valuing diversity, and acting to build a better world as change-makers. The theme and the content are decided year by year by the student-led organising committee, who are determined to create a platform for the youth across the globe to meet together and explore the crucial global and local issues.


Key

Activities

The theme of HKBUGYS 2016 was refugee issues. It was a two-day intensive conference with inspiring speeches given by keynote speakers, student-led experiential learning activities, and workshops on the spot.

1

Keynote speeches Mrs Cheung-Ang Siew Mei, Executive Director of Christian Action of Hong Kong, and Miss Susanna Cheung Chui Yung, an experienced journalist, were invited to share their experiences of helping, working for and reporting about refugees so as to arouse public awareness of the issue and bring new insights to all participants.

2

Living library

3

Simulation game

4

Action and reflection

Four asylum seekers with different backgrounds coming from different places were invited to share their own stories and the reasons of leaving their home countries.

Participants were arranged to act as refugees and experience how they flee from home and the dangers and difficulties they will encounter.

Till the end of the programme, participants were encouraged to take action to show their care and concern for the needy, whether near or far, as responsible and determined global citizens.

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Participant Reflection Syed Shoaib Ullah The Hong Kong Polytechnic University / Exchange Student Participating in this Summit was my best experience of my whole exchange period in Hong Kong. … The activities gave me an opportunity to communicate with local students and learn about Hong Kong culture. … We should appreciate everything we have like safety and security of our lives, and freedom of education, work, travel, and love. These things seem ordinary because we take them for granted. However, if you imagine being a refugee, you will realise how precious they are. Lam Yuen Ting, Molly

Social Work / Year 3 A quote from one of the refugees was imprinted on my mind. “In the present globalised world, nobody can predict what will happen tomorrow. We are affluent and secure today, but we may become refugees tomorrow.” I believe Hong Kong people are not superior to the refugees as we are equal as human. What we do for them today will return in no time. If we sow good seeds, we will reap; vice versa.

Ma Yan Ting, Emily

Applied Biology – Environmental Science / Year 2 Flexibility in event management is the most important thing I have learnt. A good planning should include plan B to fit in any changing situations. I am glad to have this opportunity to work with students from different faculties. This experience helped me to walk out of my comfort zone.

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All the participants and the organising committee round the Summit off with a cheerful group photo.

Two student representatives interview the keynote speakers on refugee issues. Participants express their thoughts about the refugee issue during the Sharing Session.

Highlight HKBUGYS 2016, with the theme “Prison Break – Leave to Live”, attracted around 100 participants from different local and non-local institutions to join, including Heng Seng Management College, The Hong Kong University of Science and Technology, The Chinese University of Hong Kong, the Education University of Hong Kong, The Hong Kong Polytechnic University, Beijing Normal University-Hong Kong Baptist University United International College and The University of Macau.

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Personal development programme

University YMCA® (HKBU)

Personal Development Programme – Trier 4 Jan – 10 Jan 2016 Kuala Lumpur, Malaysia

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The programme seeks to enhance students’ self-awareness and empower them to recognise their potential, set goals, reflect on achievements, and develop positive values. It provides opportunities for students to challenge themselves physically and mentally, encourages them to move their first steps to make breakthrough as well as develop their teamwork, leadership and problem solving skills. Stepping out of the comfort zone definitely encourages students to develop their own strengths and explore their talents. Interestingly, hesitation in trying is a common barrier among them. “Try and Go” was thus chosen as the theme of 2015-16 to boost students’ personal growth.


Key

Activities

1

Tree climbing

2

Trekking in the dark

3

Participants tried to learn the structure of different trees and tree climbing technique, then challenged themselves to climb up to the top of the tree.

Barrier to trying something new usually comes from fear; Triers overcame it by trekking in the dark. Everyone tried a solo trek to step out of the fear and reflected about how fear hindered them. They also reached the summit afterward to enjoy the sunrise.

Plastic Boat Challenge Plastic Boat Challenge was a self-initiative experiential activity. Triers dedicated to break the rules and try the impossible challenge! They collected hundreds of plastic bottles in advance and eventually created a plastic boat which could bear all Triers at the same time.

Malaysia training trip

4 5

Triers experienced a three-day trekking on a mountain called Gunung Tok Nenek. After crossing six rivers and treading numerous hills and rocks, they reached the summit (1,916 m) with satisfaction. On the way down from the mountain, Triers transformed to water bugs and jumped into the water to meet the challenges of kayaking and waterfall abseiling.

Promotion and exhibition Triers shared their experiences in the entire programme and spread the happiness of stepping out of their comfort zones all over the campus to inspire the others to try the same. Booths with photo gallery and mini challenging games were located in different parts of the campus so as to promote their learning outcomes.

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Participant Reflection Ngan Miu Fong BBA Marketing / Year 2 I was not sporty before. When I became a programme-in-charge, the situation changed. I experienced a seven-day training trip including trekking, abseiling and kayaking, in which I was also responsible for taking care of all the participants. I shouldered the pressure with frustration, yet I treasured the satisfaction after overcoming all challenges. Difficulties have become the power to push me forward.

Kwan Wing Sze Social Work / Year 2 The programme enhanced my self-understanding. Through city hunt, kayaking and waterfall abseiling, I reflected that I could take great challenges once I was well prepared. The three-day-and-two-night trekking with heavy baggage and steep slope climbing made me discover that I was not that feeble when I aspired to meet the target with my teammates.

So Cho Yee BBA Marketing / Year 2 The incredible Malaysia training trip provided me with opportunities to try different challenges as these all were my first trial. I reflected that mentality mattered when we faced challenges: Unknown fears always hinder people in trying, but positive mentality encourages people to overcome.

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Triers become water bugs and cleave the water.

Participants try to climb up the tree after learning basic technique.

After an overnight trekking, Triers eventually reach the summit and enjoy the sunrise.

The first trial to create a unique boat with plastic bottles

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Personal development programme

Service-Learning Global Internship Programme Jun - Aug 2016 China, India, Japan, Myanmar, Taiwan, Thailand

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Service-Learning Global Internship Programme (SLGIP) provides opportunities for students to have summer internship in non-governmental organisations (NGO) and social enterprises worldwide. The four- to seven-week internship may involve teaching, health education and outreach, community development, environmental projects, business development, tourism, construction, or a variety of other activities. It targets to widen students’ perspectives on societal and global issues by enhancing their reflection ability and awareness through active, hands-on participation and immersion experiences of working side-by-side with local community members.


Key

Activities

Organisation

Nature of service

Destination

Duration

1

Bacca Group

Natural shrimp farming and marketing

Yilan, Taiwan

7 weeks

2

Beijing Hongdandan Education & Culture Exchange Center

Visually-impaired service

Beijing, China

6 weeks

3

Centre for Social Action, Christ University

Community, children rights, youth projects for deprived groups and communities

Bangalore, India

4 weeks

4

Insein Grace Haven Children Home

Children’s home

Yangon, Myanmar

4 weeks

5

Nan’ao Natural Farm

Natural farming and hostel

Yilan, Taiwan

4 weeks

6

Science and Technology Training Centre

Building of classrooms and playground for migrant schools

Mae Sot, Thailand

4 weeks

7

Sheng Hui Foundation for Children

Service to hearing-impaired children and their parents

Taichung, Taiwan

6 weeks

8

Taiwan Toy Library Association

Toy library, parent-children centre and toy education

New Taipei City, Taiwan

7 weeks

9

Tokyo Toy Museum

Toy and arts education

Tokyo, Japan

4 weeks

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Participant Reflection Lo Ka Tsun (Taiwan Toy Library Association) History / Year 3 The internship programme gave me an opportunity to get the working experience that is rare to have in Hong Kong. The recycling of toys inspired me a lot to think about environmental protection.

Lau Nga Man, Carmen (Tokyo Toy Museum) Film / Year 4 Throughout the internship, I realised that, no matter what kind of place one was working at, it was not about the job but all about the people, and how much one was able to enjoy oneself. As long as one keeps oneself optimistic and open-minded, a lot of unexpected experience and achievements await ahead.

Tang Yiu Hung (Insein Grace Haven Children Home) Social Work / Year 2 This was really a once-in-a-lifetime experience for me to learn brand-new things, build new relations, and well taste life. During the internship, there were so many possibilities for me to explore and discover. I am glad that I could experience Myanmar and widen my horizons this summer!

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Students go to outreach service with the colourful toy van in Taipei!

Interns introduce Hong Kong culture to the visitors to the Tokyo Toy Museum.

Experiential learning about the life of the visually impaired at Beijing Hongdandan Education & Culture Exchange Center

Students learn natural farming in Yilan.

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Appendix

Programme Locations

New York, USA Washington DC, USA

487

Participants

3,162

Beneficiaries

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6,680 Service Hours

Rome, Italy Inner Mongolia, China Beijing, China

Kunming & Lijiang, China Vientiane, Laos

Wuhan, China Tokyo, Japan Hong Kong, China

Mae Sot, Thailand

Bangalore, India Yangon, Myanmar

New Taipei City, Taiwan Taichung, Taiwan Yilan, Taiwan Manila, the Philippines

Kuala Lumpur, Malaysia

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Acknowledgement • • • • • • • • • • • • • • • • • • • • • •

Bacca Group Beijing Hongdandan Education & Culture Exchange Center Centre for Social Action, Christ University Chinese YMCA of Hong Kong Christian Action European Union Office to Hong Kong and Macao German Consulate General Hong Kong Hong Kong-America Center Inner Mongolia University Insein Grace Haven Children Home Nan’ao Natural Farm Science and Technology Training Centre Sheng Hui Foundation for Children Social Worker Across Borders Taiwan Toy Library Association The Consulate of Latvia in New York Tokyo Toy Museum UNHCR Mae Sot Office Wofoo Leaders’ Network YMCA of Kuala Lumpur YMCA of Manila Yunnan University of Finance and Economics (In alphabetical order)

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Message from Staff

Mission of Leadership Qualities Centre In line with the mission of the University to provide a higher education that develops and sustains the integrity of the whole person, and its values of strong commitment to both academic excellence and community service, Leadership Qualities Centre (LQC) aims to empower HKBU students to become committed global and local citizens, assume active roles to face and resolve global challenges and to become proactive contributors in local community.

Tony Chan (Assistant Director of Student Affairs/Head of LQC) Pick the loads unbearable in our youth, let's walk hands in hands For the betterment of the world, we make promise to our goals

Carmen Ng (Assistant Student Development Manager) I have witnessed the remarkable growth of our students after they took part in our programmes; I hope you will be the next!

Thomas Poon (Assistant Student Development Manager) 58

Seeing is believing. Not only could we verify our understanding of knowledge from our personal experience, but also learn new ways to see things.


Ita Kung (Student Development Officer) I hope that our students will always have the curiosity to the world, which motivates us to live, learn and care.

Flora Chu (Student Development Officer) I am happy to explore the world with our students in the programmes. The personal growth of students motivates me to continue providing good programmes that give students life-changing experiences.

Tommy To (Student Development Officer) “He that travels far knows much.” I hope our programmes could be the platform for student’s growth through experiential learning.

Kensley Cheung (Assistant Student Development Officer) Everyone can make a change. Students and I experienced changes in mentality towards challenges and it did help us to reflect about the hesitation in trying in our lives.

Daphne Mok (Assistant Student Development Officer) Every reflection counts. It’s definitely a mutual learning process between students and me in every programme. It’s been an enjoyable journey to grow with students.

Yuki Lai (Assistant Student Development Officer) The Earth is huge and knowledge is infinite. Let’s treasure every moment we explore the world together.

Bard Wu (Student Development Assistant) Good wine needs no bush. I feel strongly that I can make it. So, never give up.

Irene Lau (Student Development Assistant) It’s my pleasure to serve students and witness their growth after joining our LQC programmes!

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Leadership Qualities Centre Office of Student Affairs Hong Kong Baptist University Telephone: (+852) 3411 7436 Facebook: HKBU SA Leadership Qualities Centre – LQC Email: lqc@hkbu.edu.hk Website: http://sa.hkbu.edu.hk/lqc/ Aug 2016 All rights reserved Designer: Oskar Shek (oskarshek@gmail.com)


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Leadership Qualities Centre - Global Vision Programmes 2015-16  

Leadership Qualities Centre - Global Vision Programmes 2015-16  

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