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Macau, Macau Business, MAG, MB, MB Featured, Opinion | Business 101. When companies plan their business models, typically they must consider, amongst other matters: their products and/or services; demand; market(s) and their environments (economic, political, cultural, social); existing, potential, and likely competition; start-up and ongoing costs and expenses; emergency funding; marketing and promotion; income streams, revenue, and delayed profit; sales; distribution; cash flow; profit margins, gross and net; liabilities; risk analysis, evaluation, and handling; constraints and the ‘what if’ factor; flexibility, adaptability, and adjustment.
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This thesis reports a mixed methods empirical research which included a university-wide survey and action research in form of a quasi-experiment in collaborative blended learning (CBL) with Macau undergraduate students. The intervention embodied the principles of social constructivism and investigated the putative benefits and challenges of CBL. The purpose of the study was to identify how to promote effective CBL in undergraduate students and to increase effective learning, motivation, autonomy, empowerment, and communication. It found that only small improvements to students’ CBL took place over time, and found that the students needed specific instruction, practice and development in how to collaborate, both with and without online learning. Despite being in a world-leading, enriched digital environment, the students were new to collaboration and online learning. Students discovered and appreciated the benefits and challenges to collaboration and CBL largely by doing it. The thesis shows that CBL does not release teachers from their instructional and pedagogical roles; rather they place teachers at the heart of effective practice and improvements. The study underpins the need for explicit training of students in CBL. It identifies several strategies and tools which can be useful to promote effective genuine CBL
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Macau, Macau Business, MAG, MB, MB Featured, Opinion | New year; old problem. As the pandemic rolls on, so many calls for economic diversification in Macau as a survival strategy have been heard, loud and long, that, as the law of diminishing returns tells us, their effects recede.
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Macau, Macau Business, MAG, MB, MB Featured, Opinion | The world is full of interesting paradoxes that befuddle the mind. Or, as the delightful chapter in Alice in Wonderland put it: ‘‘curiouser and curiouser!’’.
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Macau, Macau Business, MAG, MB, MB Featured, Opinion | Macau’s development of international and tertiary sector industries is the watchword for its long-overdue diversification. Is Macau ready for this?
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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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