An inquiry into the delivering of a British curriculum in China

Abstract

This paper reports a qualitative inquiry on teaching a British undergraduate management programme to Chinese students in China. The research objectives were to develop a deeper understanding of challenges students face in their academic learning within an English speaking and study environment, and to enhance organisational learning through developing practical pedagogical techniques to improve classroom interactions. A longitudinal participatory action research strategy was employed. The subjects were second and third year undergraduate students who were studying for dual-degrees in international tourism management at a Sino-Foreign educational institute. The inquiry found that various instructional techniques could help the students engage with fellow students and the lecturer in the classroom setting. We conclude that, in addition to linguistic factors, normative values of education in Chinese culture ought to be appreciated so that Chinese students' learning needs can be better served.

Students’ perceptions and experiences of teaching and learning in transnational higher education in China: implications of the intercultural dialogue framework

“…Such differences however constitute an intercultural learning environment where students and tutors both learn and develop their intercultural knowledge and competences. This is not about whether to adopt a western or Chinese teaching approach in the TNHE setting, but rather greater consideration of plurality of approach to combine the strengths of knowing in the West and East (Li and Rivers 2018). To achieve this it is important that improved Dai, Lingard, and Musofer 2019;Debowski 2008).…”

Chinese Students’ Expectations Versus Reality When Studying on a UK-China Transnational Chemistry Degree Program

“…The differences in study habits between western students and students from Chinese universities has been established (McMahon, 2011;Li & Rivers, 2018;Wang 2018). Until the current socialist regime was implemented in 1949, Chinese culture was dominated by Confucianism.…”

“…Since 1949, education has been closely aligned with the political and social needs of the country. In recent years, education in China has been described as "the cornerstone of the entire process" of the acceleration of "socialist modernization" (Li & Rivers, 2018). Although China is now a socialist state, the values and beliefs of Confucianism are still prevalent in society.…”

“…In China, education is valued very highly and learning is seen as a moral duty (McMahon, 2011). Confucius believed that if a student could not cite ancient knowledge, new learning could not take place (Li & Rivers, 2018). In traditional China, an educated person was someone who could memorize classics, and in modern China memorization is still used to teach students social and moral obligations (Chan, 1999).…”

“…In China, the student-lecturer relationship is hierarchical, noted as being like one with a parent where students show their respect with compliance and obedience (Bear et al, 2014). Some students explained how Chinese cultural norms around respect and hierarchy affect their interaction with lecturers both in and outside of the classroom: This directly refers to the hierarchical relationship between student and lecturer (Watkins, 2000;McMahon, 2011;Li & Rivers 2018), and highlights one possible reason why Chinese students may feel reluctant to approach their UK lecturers with questions. This particular student feels comfortable approaching the UK chemistry lecturers with questions but Figure 2 shows this is not universal across the sample.…”