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There is considerable evidence to suggest that the human capital needs of the world city differ from what Robinson calls “ordinary cities” or what Markusen and associates term as “second tier cities”. This path is blazed most notably in the field of world cities and the flow of skilled labour, in the work by Sassen and with case examples (finance, law, accountancy) provided in the work by Beaverstock and his associates. This focuses on producer services and migration flows needs to be matched by an accompanying look at city-based strategies. This paper represents an attempt to provide this by providing a case history analysis of Singapore in three stages of growth – as port city, industrial city and as world city – in order to show how the evolving infrastructure associated with human capital (education, immigration and labour policies) allows human capital to be developed, attracted, harnessed, deployed, released and retained.
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In the context of Asia, the changing dynamics of higher education has increased the visibility and significance of the group of intraregional education migrants. There are several methodological issues which need to be addressed in conducting research for this group of migrants. First, how does the particular type of migrant group and Asian context influence the research design? Second, in order to capture the scale and diversity of this migrant group, how should research be conducted across multiple sites? Third, how does a mixed method design allow researchers to learn more about the behaviour, practice and orientations of education migrants? Our paper aims to make contributions to the discussions on the methods of education migration research in Asia through answering these questions. We use research experiences and preliminary data from a multinational project to illustrate the issues involved in the selection of methods, research design and project management.
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Complexity theory (CT) has had a meteoric rise in management literature and the social sciences. Its fledgling importation into school leadership and management raises several questions and concerns. This article takes one view of CT and argues that, though its key elements have much to offer school leadership and management, caution has to be exercised in accepting CT too readily, as it: (1) is unclear on its own novelty, nature and status; (2) can be regarded as disguised ideology in conflating description and prescription; (3) confuses explanation with prediction; (4) is relativist, undermining its own status; (5) contains problems in its advocacy of self-organization; (6) neglects the ethical and emotional dimensions of leadership and management; and (7) risks exonerating school leaders and managers from reasonable expectations of accountability and responsibility. The article concludes that there are questions to CT at the levels of theory, ontology, deontology and ethics, but that it offers useful challenges for school leadership and management.
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The argument is raised that, in an age of the networked, connected society in an information-rich environment with communication possibilities as never before experienced or made possible, the displacement of educational virtues of morality, ethics and the development of all-round human beings, by those of money, labour, power and work are speeding apace, and the disconnect between system and lifeworld is increasing. Drawing initially on the work of Habermas, in which the colonization of the lifeworld occurs by system imperatives of rationalization, labour, money and power, the paper argues that such moves are manifested starkly in discourses of the relation between education and work, and five areas are introduced in which the links operate. The marketization and commodification of education, together with its incorporation into the service of capital and labour, are attested through a short worked example of one small territory within the larger context of China. Then, taking a lead from Sertillanges and Habermas’s later work, the paper argues for: (a) a reaffirmation of the importance of moral, ethical and spiritual dimensions of education; (b) the breaking of a narrowly instrumental, capital-acquisitive view of education as serving the jobs market and social control and towards a liberating view of education as communicative action and the development of being rather than simply behaving; (c) the importance of transcendence and immanence; and, thereby, (d) moves towards the re-integration of system and lifeworld in participating subjects.
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We report the initial findings of an ongoing, long-term investigation into subjective quality of life in Macau, a Special Administrative Region of China. Data were collected via quarterly public surveys (2007 to 2009; n = 8,230), as part of the Macau Quality of Life Report. The main aims of the study were to: (a) ascertain the public’s satisfaction with life and with the regional situation in Macau; (b) confirm the utility of the International Wellbeing Index (IWI) as a measure of subjective life quality; and (c) contribute to ongoing discussion in the literature on quality of life in China. The data indicated moderate levels of personal (PWI = 64.4; range 63–66.7) and national (NWI = 59.7; 57.4–63.7) wellbeing across the study period, which implies that residents in Macau are generally satisfied with life. The lowest scores were reported in the first quarter of 2009, a period of great economic uncertainty in Macau and the world, but were positioned within the normative range. The IWI demonstrated good psychometric performance, consistent with previous studies in China and the West, which confirmed its utility. These findings are discussed in relation to the IWI’s theoretical underpinnings and the literature.
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The difficult task of innovation is a key facet of Research & Development (R&D) institutions. To Design, innovation is to make the project technically feasible, economically viable, merchandising interesting and emotionally engaging. Design Thinking integrated with R&D organizations can foster the relationship between Universities and new markets. By addressing these topics, this book researches new emerging design methods and provide an overview of Design Thinking tools that can be applied in an early stage of the R&D research process to produce meaningful results. It is taken into account that design, through Design Thinking, extends to the experience that costumers/users have with products/services or even multidimensional experiences, which is a relevant input for R&D innovation development. In fact, the establishment of coherent guidelines for the Design Thinking process is a very complex task, due to its interdisciplinary requirements, that convey many diverse mindsets. The main focus of this book is creating an analysis toolkit that enables non-specialist and specialist users to perform high-quality design solutions.
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