This paper will explore the implementation of the residential college (RC) system. Adoption of the “4-in-1” model is a curriculum-based approach designed to assimilate experiential residential learning for the first intake of freshmen. In addition to this model, the traditional core capability indices and an evaluation system remain pertinent to ensure that students will meet the requirements of both community and peer education upon graduation. 

The “4-in-1” model revolves around four primary constituents: 

“discipline-specific education, general education, research and internship education, as well as community and peer education”. (Chen, Haydn, Vice-Rector of Student Affairs)

The objective for the implementation of this 4-in-1 model is to lay the foundation where students are enabled to become more self-reflective and socially responsible learners of the multicultural society in which they live in. This is part of UM’s general educational requirements for its students. In addition, the model is also regarded as an important vehicle for overseeing communal and peer education. The RCs also have their core educational objective clearly embedded in their curricular structure, which is to help students meet the requirements in the five Areas of Competencies: Healthy Living, Interpersonal Relations and Teamwork, Leadership and Service, Cultural Engagement, and Global Citizenship. These five competencies are inculcated across a diverse embodiment of courses and activities. 

Therefore, the increasing importance of UM’s new structural paradigm of higher education can be best summed up by Prof. Kevin Thompson:  

“… the assertion held is that, whether on campus or, after first-year commons, within the community at large, having made a personal, experiential investment in residential communities facilitates student success and makes for a rich and rewarding time at university”. (Prof. Kevin Thompson, College Master of Moon Chun Memorial College, W11).