90 / / 91 UM’s RCs were fully implemented in 2014, with the first cohort of students having graduated in the fall of 2018. At this juncture, the university leadership could reflect on and review the operation of the RCs in a more holistic manner. Since 2019, based on the experience of RC 1.0, and in line with the policy objectives of the new Macao SAR administration, the development plan of the Greater Bay Area, and the SAR’s expectations for the university to nurture patriotic and globally competitive talents, the university has moved ahead and initiated the second stage for the development of its RCs. Through consensus building and careful design, it has upgraded the initial RC Version 1.0 to Version 2.0, striding towards a new milestone and further commitment to the stable and long-term development of the ‘One Country, Two Systems’ constitutional framework in the Macao SAR. Beginning in academic year 2020/2021, the RCs have started implementing the newly updated educational goals in a progressive manner, with the aim of achieving new educational outcomes. Firstly, the primary educational goal of the RCs is the cultivation of responsible citizenship. The essential qualities of a responsible citizen include love for the home country, law-abidance, integrity, and service to the community, among others. Secondly, a necessary educational outcome of the RCs is a university graduate with global competitiveness. Therefore, there is a need to systematically strengthen the RCs’ academic role both inside and outside the classroom, and to integrate learning with daily college life in a holistic manner. The RCs are expected to provide more ef fect i ve guidance and comprehensi ve support to students in three components of their academic studies: disciplinary education, general educat ion, and research or internship. More importantly, it is necessary to strengthen the synergy between the RCs and the Faculties so as to provide an overall environment conductive to multi-disciplinary and multi-cultural interchange Concept and Facilities Chapter 7 as well as collaborative learning, thereby enhancing students’ competitiveness in their studies and careers. Thirdly, RC 2.0 is characterised by its encapsulation of its education outcomes into seven competencies, namely: responsible citizenship, global competitiveness, knowledge integration, teamwork and collaboration, service and leadership, cultural engagement, and healthy lifestyle. The seven competencies of RC 2.0 are complementary to each other, and jointly form the attributes of whole person development. Together, these competencies have at its core the nurturing of responsible citizens with global competitiveness, that is a person with a strong sense of responsibility and competent, and knowledgeable to be competitive locally, regionally, nationally, and internationally. They must possess good knowledge and character at the same time. These two qualities of good knowledge and good character are mutually reinforcing, and a responsible citizen with global competitiveness should possess both qualities. 憭㝕⛿㶇䑑剹ꯗ2.0曭 UM Residential College Education 2.0 睙┩ꌄ | PART III This being the case, the UM’s RCs are not only an important mechanism for community and peer education, but also an integrative learning platform. Students from different academic disciplines living together create a stimulating learning environment where they learn from each other, broaden their horizons, and get to know how to co-exist and cooperate with people from various academic backgrounds. This provides a glimpse into real-life situations after their graduation. In addition, each RC has resident and non-resident fellows who provide personal guidance and run non-credit-bearing and optional tutorials pertaining to disciplinary studies, general education, and academic language skills. This embodies the 4-in-1 educational model of whole-person education promoted by the university. The aim is to produce university graduates who are academically accomplished and of high moral standard.
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