Chinese Postgraduate Students’ Perspectives on Developing Critical Thinking on an UK Education Masters

Fakunle, Labake; Allison, Peter; Fordyce, Ken

doi:10.5430/jct.v5n1p27

Cited by 13 publications

(4 citation statements)

References 27 publications

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“…For political and economic reasons, the UK, at both national and regional levels, shows a high level of interest in maintaining educational links with China (Fakunle et al 2016). There is no doubt that universities want to recruit international students.…”

Section: Business Schools -'Chinese Schools'mentioning

confidence: 99%

Missing intercultural engagements in the university experiences of Chinese international students in the UK

Moskal

2018

Compare: A Journal of Comparative and International Education

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2018) 'Missing intercultural engagements in the university experiences of Chinese international students in the UK.', Compare : a journal of comparative and international education., 49 (4). pp. 654-671.The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis paper looks at structural conditions or institutional arrangements that facilitate or hinder interactions for international students. Drawing on the contact and diversity theory, analyses compare Chinese students' intercultural experience in business and non-business schools in one UK university, and explore how these students interpret the meaning of quality intercultural contact based on their responses to the social environment around them. Findings indicate that the overwhelming number of Chinese students, particularly in business schools, combined with obstacles these students face in establishing intercultural contact around the university potentially motivates them to explore engagement with a wider host society (e.g. Christian churches). The denial of intercultural contact due to a lack of diverse environment may lead to inequality in opportunities for crosscultural learning and personal growth. High quality intercultural contact is not only beneficial to international students; it also enhances the intercultural competency of native students in the global market place.

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Section: Business Schools -'Chinese Schools'mentioning

confidence: 99%

Missing intercultural engagements in the university experiences of Chinese international students in the UK

Moskal

2018

Compare: A Journal of Comparative and International Education

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“…Chinese students have been characterized as struggling in CT (Atkinson, 1997;Cortazzi & Jin, 1997;Ryan, 2010;Tian & Low, 2011). This seems to be the answer to the weak performance of Chinese students in academic writing and class discussion (e.g., Fakunle, Allison, & Fordyce, 2016;Guo & O'Sullivan, 2012). Research has been conducted to find out why this might be the case.…”

Section: Critical Thinking Of Chinese Studentsmentioning

confidence: 99%

“…However, some of them have methodological flaws, which would threaten the trustworthiness of their results (Gorard, 2013). Specifically, no standardised test is used in the judgement of CT (e.g., Fakunle et al, 2016;Guo & O'Sullivan, 2012;Li, 2013). While some researchers may show concern about the format of multiple-choice questions that involves a chance of guessing (Snyder, Edwards, & Sanders, 2019), the pre-specified evaluation criteria and the validation of testing items allow for a high level of objectivism.…”

Section: Critical Thinking Of Chinese Studentsmentioning

confidence: 99%

How do Chinese students’ critical thinking compare with other students?: A structured review of the existing evidence

Fan

See

2022

Thinking Skills and Creativity

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“…The last three decades have seen a growing volume of research and publications on different dimensions of the internationalisation of higher education, including staff and student mobilities, cross-border research and knowledge exchange, internationalising the curriculum, and transnational education (Altbach, 2016;Bohm et al, 2004;Brooks and Waters, 2013;de Wit et al, 2015;Fakunle et al, 2016;Findlay, 2011;Ilieva et al, 2017;Kehm and Teichler, 2007;Knight, 2004Knight, , 2012Leask and Carroll, 2011;Qiang, 2003;Tesar and Arndt, 2017).…”

Section: Internationalisation: Macro and Micro Perspectivesmentioning

confidence: 99%

Developing a framework for international students’ rationales for studying abroad, beyond economic factors

Fakunle

2020

Policy Futures in Education

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Underpinned by neoliberalism and spurred by growing international student mobility (ISM), global trends and policymaking on internationalisation are geared towards the maximisation of efforts by countries and institutions to recruit fee-paying international students. For international students, previous studies on their decision-making processes and motivations for studying abroad emphasise the benefit of acquiring a quality education and employability, tending to human capital development. The dominant framing of internationalisation around economic imperatives, which has been criticised by several scholars, limits our understanding of non-economic dimensions of ISM. A review of Sen’s capability approach encompassing both intrinsic and instrumental values supports the framework presented in this article. The framework, illustrated by qualitative data, captures how international students’ rationales for studying abroad include the following four dimensions: educational; experiential; aspirational; and economic. This article raises a critical question about how an internationalisation policy that does not represent a broad range of students’ rationales for studying abroad can be expected to provide a transformative experience for students. The concluding section details recommendations for a re-imagining of policy towards enhancing the international student experience. It briefly points to the timeliness of the proposed framework in the light the possible impact of Covid-19 on the future of ISM.

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Chinese Postgraduate Students’ Perspectives on Developing Critical Thinking on an UK Education Masters

Cited by 13 publications

References 27 publications

Missing intercultural engagements in the university experiences of Chinese international students in the UK

Missing intercultural engagements in the university experiences of Chinese international students in the UK

How do Chinese students’ critical thinking compare with other students?: A structured review of the existing evidence

Developing a framework for international students’ rationales for studying abroad, beyond economic factors

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