DOCSLIB.ORG

Annual Report 2017/2018

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Annual Report 2017/2018 ANNUAL REPORT 2017/2018 Macao, 2019 ANNUAL REPORT 2017/2018 2 ANNUAL REPORT 2017/2018 CONTENTS RECTOR’S INTRODUCTION ..................................................................................................................................... 7 1 – OVERVIEW of 2017/2018 ACADEMIC YEAR ......................................................................................... 11 1.1. USJ Students and Staff ................................................................................................................................ 11 1.1.1. Student Profile ...................................................................................................................................... 11 1.1.2. Academic Staff Profile ....................................................................................................................... 15 1.2. Programme Development and Review ............................................................................................... 16 1.3. Large Scale Academic Activities ............................................................................................................. 17 1.3.1. Religious studies .................................................................................................................................. 17 1.3.2. Environmental Science ..................................................................................................................... 17 1.3.3. Creative Industries ............................................................................................................................. 18 1.3.4. Education ................................................................................................................................................ 19 1.3.5. Environmental Science ..................................................................................................................... 20 1.3.6. Humanities ............................................................................................................................................. 20 1.3.7. Social Sciences ...................................................................................................................................... 21 1.4. USJ’s Leadership and Organizational Structure .............................................................................. 23 1.4.1. The Chancellor...................................................................................................................................... 23 1.4.2. Members of the Executive Council ............................................................................................... 23 1.4.3. Academic Administrative Services Units Restructured ...................................................... 24 1.4.4. Organizational Charts ........................................................................................................................ 26 1.5. Internal Mechanism for Monitoring the Execution of USJ’s Regulations .............................. 27 1.6. Commitment to Vision, Principle and Social Service ..................................................................... 28 1.6.1. USJ’s Strategic Development Plan 2019-2023 ........................................................................ 28 1.7. Commitment to Macao Society ............................................................................................................... 31 2 – FINANCIAL PERFORMANCE ......................................................................................................................... 33 2.1. Analysis of USJ’s Financial Condition ................................................................................................... 33 2.2. Measures taken for the Profit/Loss? .................................................................................................... 34 2.3. Internal audit mechanism for using funding from Macao Government ................................ 34 2.3.1. Procedures for executing the funds available: ........................................................................ 35 2.4 – Calculation of Depreciation ................................................................................................................... 35 3 ANNUAL REPORT 2017/2018 3 – QUALITY ASSURANCE ..................................................................................................................................... 37 3.1 Institutional or Programme Accreditation ......................................................................................... 37 3.1.1. Staff and student development for QAE ..................................................................................... 38 3.1.2. Accreditation and evaluation ......................................................................................................... 38 3.1.3. Surveys, feedback, data and reports ............................................................................................ 39 3.1.4. Resources, pro-formas and templates ........................................................................................ 39 3.2 Internal Procedures and Assessment of Programmes ................................................................... 40 4 – ACADEMIC ACHIEVEMENTS AND RESEARCH EXCELLENCE.......................................................... 41 4.1. Publication in international journals ................................................................................................... 41 4.2. Research projects and conferences ...................................................................................................... 55 4.2.1. Research Projects ................................................................................................................................ 55 4.2.2. Conferences ........................................................................................................................................... 57 4.4.3. Non-Academic Publications ............................................................................................................ 58 4.3. Academic Cooperation ............................................................................................................................... 60 4.4 Doctoral Defences ......................................................................................................................................... 61 4.4.1. PHD in Global Studies ........................................................................................................................ 61 4.4.2. PHD in Education................................................................................................................................. 62 4.5. Other Research .............................................................................................................................................. 63 5 – ACADEMIC EXCHANGE AND COOPERATION ......................................................................................... 65 5.1. International Cooperation and Relevant Issues .............................................................................. 65 5.2. Regional Cooperation ................................................................................................................................. 67 5.3. Membership of International Organisations ..................................................................................... 68 5.4. Internationalisation Initiatives ............................................................................................................... 69 5.4.1. Students ................................................................................................................................................... 69 5.4.2. Faculty and Staff .................................................................................................................................. 74 5.4.3. Institutional Visits ............................................................................................................................... 78 6 – SUPPORT FOR STAFF ....................................................................................................................................... 85 6.1. Incentive for Academic Staff Research ................................................................................................ 85 6.2. Staff Development ........................................................................................................................................ 85 6.3. Communication, Feedback and Assessment ..................................................................................... 86 7 – STUDENT AFFAIRS............................................................................................................................................ 87 7.1. Student Education, Internship and Career Planning ..................................................................... 87 7.1.1 Workshops and Seminars ...................................................................................................................... 88 4 ANNUAL REPORT 2017/2018 7.2.1. Scholarships awarded by USJ ......................................................................................................... 94 7.2.2. Scholarship and Fellowship awarded by the community .................................................. 94 7.2.3. Scholarships and Fellowships Award Ceremony ................................................................... 95 7.3.
Load more

Recommended publications
  • A Comparative Study of Higher Education Governance in Greater China International Dialogues on Education, 2020, Volume 7, Number 1, Pp
    Tao: A Comparative Study of Higher Education Governance in Greater China International Dialogues on Education, 2020, Volume 7, Number 1, pp. 162-180 ISSN 2198-5944 Claire Y.H. Tao (Taiwan) A Comparative Study of Higher Education Govern- ance in Greater China Abstract: During 1980, many Western countries launched public administration reforms. These reform waves also blew over to many Asian countries. With the advent of globalization and the rise of knowledge- based society, education and innovation are regarded as the driving forces behind social and economic growth and development. To enhance the national capacity, education reforms have also become common agendas among nation states since the 1980s. This paper aims at critically reviewing and comparing ma- jor policies and strategies of the higher education reform adopted by the respective government in Greater China, including mainland China, Hong Kong, Macau, and Taiwan and Singapore. The key research ques- tions are why these countries attempted to reform their higher education and if these countries achieve the desired results and comply with good governance. In this paper, four areas, "Rule of Law," "Transpar- ency," "Effectiveness," and "Accountability" are evaluated to examine how these selected cases’ governance in higher education have been implemented in the past 30 years. Keywords: greater China, governance in higher education, good governance, rule of law, transparency, ef- fectiveness, accountability 摘要 (Claire Y.H. Tao: 大中华区高等教育治理比较研究): 许多西方国家自 1980 年代开始改革公共行政。 这波的改革浪潮也吹到了许多亚洲国家。随着全球化及知识社会时代来临，教育及创新被视为是社会 经济成长与发展的动能。为了提升国力，许多国家也自 1980 年代开始改革教育。本篇研究主要审视 与比较大中华地区(中国、香港、澳门、台湾与新加坡)各个政府高教改革的政策与策略。 主要针对这 162 些国家高教改革的原因以及是否这些国家的改革达到预期的结果和是否遵守善治来做研究。本篇研究 使用四个面向:法治、透明、效力、 课责来检验这些国家在过去三十年间的高教治理实施情况。 关键词:大中华、高等教育、治理 、善治、法治、透明、效力、 课责 摘要 (Claire Y.H.
    [Show full text]
  • A Comparative Study on the Preschool Physical Education Curriculum in Zhuhai, China and Macau Government Kindergartens
    A Comparative Study on the Preschool Physical Education Curriculum in Zhuhai, China and Macau Government Kindergartens Paul Shu Sing WONG Hong Kong Institute of Education Early childhood education (ECE) is an accepted culture both in Zhuhai, China and Macau. The purposes of this descriptive study were two-fold : to examine and compare the existing preschool P.E. curriculum in the government kindergartens of Zhuhai and Macau; and to make recommendations on the reform of the preschool P.E. curriculum in the two cities. In the study, data were collected by participant observation, unstructured interviews and questionnaire. According to the findings, some major similarities in preschool P.E. curriculum were discovered in the government kindergartens of the two cities. It was obvious that well-trained preschool teachers, who were diploma holders in ECE, were recruited by the government kindergartens. Besides, the P.E. content covered the fundamental movement skills, games and large apparatus exercises. Also, games day and mini sports day were organized yearly in kindergartens. In addition, preschool teachers employed the directed teaching method. Furthermore, first-aid equipment was sufficient and in general, the safety measures for physical activities were appropriate. Constructive recommendations on the reform of preschool P.E. curriculum in the two cities were made in the final part of the paper. 中國珠海和澳門政府幼稚園體育課程的比較 學前教育已在中國珠海和澳門成為被接納的文化。本研究的目的有兩個，首先 探研和比較珠海和澳門現在的幼兒體育課程；和提出課程的改革建議。研究的資料搜集 方法包括：參加幼兒體育觀察、非系統式訪問（校長）和問卷調查（十一間政府幼稚園）。 研究結果顯示兩地的幼兒體育課程有下列相同之處：接受過專業幼師培訓的教師；幼體 活動主要包括基礎活動技能，遊戲活動和大肌肉活動；每年舉辦遊戲日或小運動日；直 接教學法廣被教師採用；足夠急救和醫療設備；和足夠體育安全措施。最後本文更為兩 地政府幼稚園體育課程提出有建設性和具體的建議。 1 Introduction The period of early childhood ( 3-8-year-olds ) is crucial for learning developing (Skinner, 1979; Kelly & Kelly 1985; Opper, 1992 ).
    [Show full text]
  • Early Childhood Care and Education in the Asia Pacific Region
    CERC Monograph Series in Comparative and International Education and Development No. 8 Early Childhood Care and Education in the Asia Pacific Region Moving towards Goal 1 Nirmala RAO & Jin SUN Comparative Education Research Centre The University of Hong Kong First published 2010 Comparative Education Research Centre (CERC) Faculty of Education The University of Hong Kong Pokfulam Road, Hong Kong, China In collaboration with UNESCO Asia and Pacific Regional Bureau for Education Report commissioned by UNESCO Asia-Pacific Bureau for Education for the World Conference on Early Childhood Care and Education (WCECCE), September 27-29, 2010, Moscow, Russian Federation. © UNESCO 2010 ISBN 978-988-17852-5-1 Published jointly by UNESCO Asia-Pacific Regional Bureau for Education and the Comparative Education Research Centre, The University of Hong Kong. No part of this publication may be reproduced in any form or by any means without the written permission of UNESCO. The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or CERC concerning the legal status of any country, territory, city or area or of its authorities, or the delimitation of its frontiers or boundaries. The authors are responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of UNESCO or CERC and do not commit the Organization. Series Editor: Bjorn Bordtveit Production Editor:
    [Show full text]
  • An Analytical Study of Music Textbooks Used at the Elementary School in Chinese Society
    Research in Higher Education Journal An analytical study of music textbooks used at the elementary school in Chinese society Dennis Ping-Cheng Wang University of Macau, Macau ABSTRACT The purpose of this research is to analyze the music education materials used at elementary schools between Macau and Taiwan and further give recommendations for the future improvement and promotion of music education in Macau. The findings of this study are as follows: 1) The shortage of its own music materials and publishers in all subjects which is a missed opportunity for local Macau students to learn the most suitable and provincial contents of all subjects; 2) Insufficient use of globally successful music methods results in a self-enclosed regional mentality towards education with less emphasis on international inputs and influences; 3) Missing systematic and efficient curriculum guidelines at all school levels results in the repetition of students’ learning and unsystematic acquisition of knowledge. Keywords: Music Education, Textbook, Curriculum, Music Classroom, Orff Method, Kodaly Method An analytical study of music, Page 1 Research in Higher Education Journal Introduction: The purpose of this study is to investigate the current status of music class and music materials used at the elementary school in both Macau and Taiwan in order to promote music education efficiently in the both mentioned Chinese societies. Macau was politically colonized by Portugal for the past 400 years and returned back to China in 1999 while Taiwan was colonized by Japan between1895-1945. (Bei 2005) (Table 1) Due to its historical background, Macau has thirty-one unique sites of its region which have been recognized by the UNESCO`s World Heritage Center in the 2005.
    [Show full text]
  • LIS Education in Macau: Big Challenges for a Small Territory
    LIS education in Macau: Big challenges for a small territory Item Type Conference Paper Authors Poon, Paul W. T. Citation LIS education in Macau: Big challenges for a small territory 2006, :279-283 Publisher School of Communication & Information, Nanyang Technological University Download date 01/10/2021 13:35:24 Link to Item http://hdl.handle.net/10150/105842 Poon, P. W. T. (2006). LIS education in Macau: Big challenges for a small territory. In C. Khoo, D. Singh & A.S. Chaudhry (Eds.), Proceedings of the Asia-Pacific Conference on Library & Information EducationAsia-Pacific & Practice Conference 2006 (A-LIEP on Library 2006), &Singapore, Information 3-6 AprilEducation 2006 (pp.& Practice, 279-283). 2006 Singapore: School of Communication & Information, Nanyang Technological University. LIS EDUCATION IN MACAU: BIG CHALLENGES FOR A SMALL TERRITORY PAUL W.T. POON University of Macau Macau, China E-mail: [email protected] Abstract. This paper chronicles the history of LIS education in Macau and profiles the current situation. It then goes on to highlight the problems arising from the present situation and to analyze the reasons for the absence of a formal LIS school in Macau. Three options to move forward with the aim of providing a formal and quality LIS education in Macau are proposed. The advantages and disadvantages of these three options are examined and one option considered the most practicable is suggested for adoption. Introduction Library and information professionals would definitely fall into the category of “knowledge worker”, a term first coined by Peter Drucker (1959) in his book Landmarks of Tomorrow when referring to peo- ple in the information technology fields, such as programmers, systems analysts, academic profession- als, and researchers.
    [Show full text]
  • Catholic Schools and Inclusive Education in Macao: a Journey of a Thousand Miles
    EDUCA - International Catholic Journal of Education, 3, 2017 CATHOLIC SCHOOLS AND INCLUSIVE EDUCATION IN MACAO: A JOURNEY OF A THOUSAND MILES Correia, Ana M.* & Teixeira, Vitor S.** Abstract Since the establishment of St. Paul’s College, the first Western-like University in East Asia, Catholic education has had an enduring presence in Macao’s educational landscape. Filling the gap in educational provision during the period of Portuguese administration, Catholic schools still comprise 36.4% of the non-tertiary educational service delivery in the Macao Special Administrative Region. As in many other regions, these schools emerged in Macao out of a concern for the education of the poor and the most vulnerable. However, over time the educational projects of Catholic schools have evolved to adapt to a community which is by and far non-Catholic. At present time the local atmosphere of academic competition and social selectivity flows into Catholic schools, altering their identity and narrowing their educational mission. This paper discusses the state of Catholic schooling in Macao concerning one of the tenets of Catholicism: the inclusion of and service to those who are in poverty or marginalised due to their social, cultural, political or personal differences. The present empirical research aims in particular to understand how Catholic schools in Macao are meeting the needs of students with learning difficulties and disabilities. Weaknesses concerning the gap between principles and practices are identified. Building on cross-national experiences, suggestions for best practices towards inclusive education are presented. Keywords: Macao; Catholic schools; Catholic education; Inclusive schools; Inclusive education Introduction The social history of Macao as a bridge connecting the Western and the Asian world can be studied through the lens of education.
    [Show full text]
  • Perceived Efficacy of Teachers in Macao and Their Alacrity to Engage with Inclusive Education
    International Journal of Inclusive Education ISSN: 1360-3116 (Print) 1464-5173 (Online) Journal homepage: http://www.tandfonline.com/loi/tied20 Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education Elisa Monteiro, Angus C. H. Kuok, Ana M. Correia, Chris Forlin & Vitor Teixeira To cite this article: Elisa Monteiro, Angus C. H. Kuok, Ana M. Correia, Chris Forlin & Vitor Teixeira (2018): Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education, International Journal of Inclusive Education, DOI: 10.1080/13603116.2018.1514762 To link to this article: https://doi.org/10.1080/13603116.2018.1514762 Published online: 29 Aug 2018. Submit your article to this journal Article views: 11 View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=tied20 INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION https://doi.org/10.1080/13603116.2018.1514762 Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education Elisa Monteiroa, Angus C. H. Kuoka, Ana M. Correia a, Chris Forlin b and Vitor Teixeiraa aSchool of Education; Faculty of Social Sciences, University of St. Joseph, Macao, People’s Republic of China; bInternational Inclusive Education Consultant, Bayswater, Australia ABSTRACT KEYWORDS This paper reports findings of a mixed methods study examining Inclusive education; teacher private school teachers’ perceptions of efficacy in dealing with the efficacy; teacher education; challenges presented by inclusive education in Macao. This is Macao highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future.
    [Show full text]
  • A Case Study on Preschool Physical Education Curriculum in Zhuhai, China : Implications for Preschool Physical Education Reform in Macau and Hong Kong
    A Case Study on Preschool Physical Education Curriculum in Zhuhai, China : Implications for Preschool Physical Education Reform in Macau and Hong Kong Paul Shu-sing Wong Hong Kong Institute of Education The purpose of this study was to examine the existing preschool physical education curriculum as implemented in a government nursery in Zhuhai, China through an ethnographic case study involving the use of participant observation, unstructured interviews, questionnaires and study of documents and records. The results revealed that strictly based on the National Education Guidelines (Nursery), one structured physical education lesson of about 30 minutes per week was organized by two certified preschool teachers in the nursery. Also, a nation-wide preschool physical education syllabus was provided to all teachers for reference. Everyday, a 15 minute morning physical exercise session and a 60 minute physical activity session were arranged for children the nursery.The spacious indoor games room and outdoor playground with water pool and sand pool and the well-equipped large physical apparatus all contributed to a successful preschool physical education curriculum . The study‘s findings have provided systematic and illuminative information as well as elements useful for the preschool physical education curriculum form in Hong Kong and Macau. These vital elements consist of : full government subsidy for early childhood education; the compilation of preschool education guidelines and syllabus; the provision of adequate facilities and equipment;
    [Show full text]
  • A Tale of Three Cities: Review of the Development of ICT in School Education Between Hong Kong, Macau and Singapore
    New Horizons in Education. Vol. 60, No.1, May 2012 A Tale of Three Cities: Review of the Development of ICT in School Education Between Hong Kong, Macau and Singapore Chun Wai FAN Kwok Keung HO University of Macau Lingnan University Abstract Background: Hong Kong, Macau and Singapore are the top five cities/countries with the cheapest fixed line broadband as proportion of monthly income. It is interesting to know that several decades ago, they were still among the list of developing nations, struggling for survival and relief. However, they are climbing to the top in ICT development now. Aims: This paper reviews the ICT development in school education of Hong Kong, Macau and Singapore with respect to their social, geographical, and economic backgrounds. Johannessen’s three orders of benchmarks are proposed for the comparison. Method: Literature reviews on recent reports, research articles, books and internet data were used to understand the current situation of the ICT development in education for Hong Kong, Macau and Singapore. Conclusion: It is clear that these three cities’ determination and relative amount that had invested in the development of ICT in education were enormous when compared with the US investment. Among these three cities, the investment of Singapore has been much larger than the other two. Singapore’s apparent leading in the development of ICT in education is not an accident, especially for the first benchmarks. For the second and third benchmarks, Macau lags behind Hong Kong and Singapore, this is partially due to Macau education system is comparatively much liberal than the other two.
    [Show full text]
  • OBSTACLES to Excellence
    OBSTACLES TO Excellence Academic Freedom & China’s Quest for World-Class Universities A REPORT OF The Scholars at Risk Academic Freedom Monitoring Project ACKNOWLEDGMENTS Scholars at Risk (SAR) gratefully acknowledges the members of higher education communities worldwide who have inspired us through their courage and dedication. We acknowledge the researchers who made this report possible, especially Paul Mooney, the committee of expert reviewers who provided crucial insight, and contributors to the Academic Freedom Monitoring Project, who have reported incidents analyzed in this report and SAR’s Free to Think report series. We thank the many member institutions, associations, partners, and individuals that contribute to our work generally, including core support for services for threatened and refugee scholars. These include our funding partners, the members of SAR’s Board and Ambassadors Council, and the many friends of SAR, who help us each day to protect more scholars. This report is the result of research conducted by outside consultants and SAR staff, and may not reflect the views of individual network members, institutions, or participating individuals. Scholars at Risk invites comments on this report or inquiries about our work at [email protected]. Scholars at Risk depends on the generous financial support of these and other friends inside and outside higher education communities to sustain our work. Gifts of any size are gratefully appreciated, including matching gifts and bequests. To donate, please visit www.scholarsatrisk.org.
    [Show full text]
  • A Study Into Identifying the Prospects for Montessori Education in Macau
    1 Your topic: A Study into Identifying the Prospects for Montessori Education in Macau Your topic's description:pls inform those experts that not many people in Macau are aware of Montessori. Your desired style of citation: Harvard Referencing Your educational level: Guaranteed 2:2 Standard Refrencing Style: Harvard Referencing Number of page: 56 Words 14000 2 A Study into Identifying the Prospects for Montessori Education in Macau [Writer Name] [Institute Name] 3 Acknowledgement I would take this opportunity to thank my professor, family and friends for their assistance and support without which this research would not have been achievable. 4 Declaration I hereby confirm that this study is my individual work and that, to the best of my information and believe it contains no substance earlier written through another author or materials which to an essential quantity has been recognised for the demand of any other position of an educational institution. 5 Abstract Montessori system is supported by an ambitious purpose: To support the child’s development into a complete adult person, comfortable with himself, with his community and with humanity as a whole. While the traditional approach to education, which prevails at present, keeps, concentrated on the transmission of defined blocks of information, the Montessori Method is concentrated on giving assistance to the natural growth of the children. The Montessori Method was a very important and positive change from the traditional school, found that the child is not a "small adult”, but has a number of different psychological characteristics to those of the adult, which is to be enhanced and developed to free the child.
    [Show full text]
  • Study on Equal Learning Opportunities for Students with Disabilities Under the Integrated Education System
    Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System Report This project is commissioned by Equal Opportunities Commission to Centre for Special Educational Needs and Inclusive Education The Hong Kong Institute of Education 2012 Contents Executive Summary ........................................................................................................... i Chapter 1 Overview ....................................................................................................... 1 1.1 Introduction ................................................................................................... 1 1.2 Objectives ..................................................................................................... 2 1.3 Research Questions ....................................................................................... 2 1.4 Research Team .............................................................................................. 4 Chapter 2 Literature Review .......................................................................................... 5 2.1 Implementation of Integrated Education in Hong Kong ............................... 5 2.2 Implementation of Inclusive Education in Overseas Countries/ Regions .. 10 2.3 Implications ................................................................................................. 26 Chapter 3 Research Design and Methodology ............................................................ 29 3.1 Research Instruments and Procedures
    [Show full text]