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out, colleges and universities have to clarify whether the primary mission of the
university is to prepare students for jobs or “to prepare well-rounded personalities
with critical minds capable of making major contributions to culture, democracy,
science, economy and society at large.” They need to be clear about what a “world-
class university” means and whether the ruthless pursuit of “world-class university”
status dictated by Western standards is serving the local social needs and whether it,
in fact, harms faculty morale and performance. Only when they have fulfilled this
primary mission of training well-rounded persons can they talk about training pro-
fessionals for the tourist and casino industries or striving for global rankings.
Second, more studies need to be done to find how professors define and play their
roles. What roles are professors playing? Are they playing both academic (teaching,
research, and service) and political (organic, professional, and critical) roles? How
are they playing them? What are the problems they encounter? How do they solve
those problems? Are there faculty organizations? Do they function in terms of fac-
ulty benefits, workload, and staff development? How well do they function? Is there
any faculty or shared governance? If not, should it be there? How can they develop
faculty governance? Can an HEI be of world class if it does not have much faculty
governance or academic freedom?
Third, related to the role of faculty and faculty morale, more research is needed
in the professionalization, de-professionalization, and re-professionalization of fac-
ulty. From Table 10.2, we can see that part-time faculty constitute 50% to 95% of all
Table 10.2 The number of full-time and part-time faculty 2012/2013
Full
timePart
time% of
part-time
faculty% of faculty
without a PhD
University of Macau (UM) 524 74 12 30
Macau Polytechnic Institute (MPI) 232 119 34 60
Institute for Tourism Studies (IFT) 73 36 33 71
Macau Security Force Superior School 2 40 95 70
City University of Macau (CityU) 48 61 56 41
University of St. Joseph (USJ) 68 77 53 69
Kiang Wu Nursing College of Macau 21 11 34 66
Macau University of Science and
Technology (MUST)275 191 41 52Macau Institute of Management 5 33 87 85
Macau Millennium College 5 21 81 35
Total 35 a 49 bSource of data: Tertiary Education Services Office of Macau government (2013), Tertiary
Education Services Office Annual Book 2012, pp. 119. For the table and discussion of the profes-
sionalization issue, see also Hao 2015a, “In Search of a Professional Identity.”
aThe percentages given in the source book are of the number of full-time faculty members. The
percentages given here are the results of subtraction of the full-time faculty members from the total
percentage.
bThe percentages given in the source book are the number of faculty members with a PhD degree.
These percentages are the results of subtraction of those with a PhD degree from the total percentage.
Z. Hao