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"Student engagement is a catch-all term, irresistible to educators and policy makers, and serving many agendas and purposes. This ground-breaking book provides a powerful theory of student engagement, rooted in critical theory and social justice. It sets out a compelling argument for student engagement to promote social justice and to repel neoliberalism in, and through, higher education, addressing three key questions: -Student engagement in what? -Student engagement for what? -Student engagement for whom? The answers draw on Habermas, Honneth, Gramsci, Foucault, and Giroux in examining ideology, power, recognition, resistance, and student engagement, with examples drawn from across the world. It sets out key features, limitations and failures of neoliberalism in higher education, and indicates how student engagement can resist it. Student engagement calls for higher education institutions to be sites for challenge, debate on values and power, action for social justice, and for students to engage in the struggle to resist neoliberalism, taking action to promote social justice, democracy, and the public good. This book is essential reading for educators, researchers, managers and students in higher education, social scientists and social theorists. It is a call to reawaken higher education for social justice, human rights, democracy and freedoms"--
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A questionnaire-based methodology for constructing an overall index of school effectiveness is reported, focusing on within-school conditions of schools, which is currently being used in the Free State of South Africa. The article reports the construction and use of a straightforward instrument for measuring the effectiveness of key aspects of the conditions for school effectiveness in the Free State, using a variety of dimensions. It indicates how this instrument can identify where to intervene in improving schools in order to gain the maximum return on investment of time, effort, development activity and support. The instrument provides aggregated and disaggregated data for individual schools, groups of schools and whole districts, both at a single point in time and over time, thereby enabling the most economical and beneficial development to be planned for targeted individual schools and groups of schools. It enables users to identify the key drivers of the internal school conditions for effectiveness, development and change in schools.
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Macau, Macau Business, MAG, MB, MB Featured, Opinion | When the casino resorts applied for the first licenses to operate in Macau, one of the commitments that they made was to serve the Macau society. Many of them have honoured those commitments outstandingly well, and continue to do so, and in ways too many and diverse to list here.
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Macau, Macau Business, MAG, MB, MB Featured, Opinion | The late psychologist, business and management consultant Edward de Bono gained a worldwide reputation for ‘lateral thinking’, which included his ‘six thinking hats’ and ‘tools for thinking’. Though his work is arguably only plausible pseudoscience, his ‘tools for thinking’ remain interesting. Consider some of these from his Cognitive Research Trust (CoRT), in approaching planning, e.g.: CAF (Consider All Factors); EBS (Examine Both Sides); and OPV (consider Other People’s Views). Here I apply them to Macau.
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Macau, Macau Business, MAG, MB, MB Featured, Opinion | Despite the welcome optimism expressed at the government’s plans to resurrect Macau’s economy, its economic recovery will continue to suffer from having had the rug pulled from under its feet by the zero-Covid policy, however well intentioned.
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Macau, MNA, Opinion | The Macau government recently approved its first reading of a new bill to attract Macau locals to return to Macau to work. Simultaneously, Macau’s Secretary for Social Affairs and Culture was reported as saying that if Macau could create a better environment and conditions, then ‘local talents who are abroad will surely be interested in returning to Macau’.
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Macau, Macau Business, MAG, MB, MB Featured, Opinion | Many employers in Macau expect their employees to have received higher education (HE). This returns to the endless question of what HE is for; is it for job knowledge and skills acquisition, attitude development, thinking abilities, creativity, problem solving, how to learn, or what? What and whose knowledge?
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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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Macau, Macau Business, MAG, MB, MB Featured, Opinion | Just when diversification is the name of the game in Macau, and with the manifold benefits of diversity that internationals can bring, how sensible is it to treat its international non-resident workers so poorly, and with lamentable transparency and accountability?
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