Learning cultures and learning styles: myth-understandings about adult (Hong Kong) Chinese learners

Kennedy, Peter

doi:10.1080/02601370210156745

Cited by 263 publications

(182 citation statements)

References 15 publications

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“…Nevertheless, the effect of this variable is comparably weak. This is possibly because Hong Kong students may not have sufficient experience with social problems because of the pragmatic predisposition in learning (Kennedy, 2002). Fostering servicelearning in universities, which integrates academic study with community service, could be a means of raising student responsibility for and awareness of social changes (Ngai, 2006).…”

Section: Discussionmentioning

confidence: 99%

Revisiting the Antecedents of Social Entrepreneurial Intentions in Hong Kong

Liu

et al. 2017

IJEP

127

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This study examined how empathy, moral obligation, social entrepreneurial self-efficacy, perceived social support, and prior experience with social problems are associated with social entrepreneurial intentions. Through a survey, a sample of 252 Hong Kong students was used for analyses. Factor analyses supported that the antecedents of social entrepreneurial intentions could be divided into dimensions of empathy, moral obligation, social entrepreneurial self-efficacy, perceived social support, and prior experience with social problems. Multiple regression analysis results indicated that perceived social support was the most prominent antecedent of social entrepreneurial intentions, followed by moral obligation, empathy, and prior experience with social problems. Notably, moral obligation was revealed to be negatively associated with social entrepreneurial intentions.

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Section: Discussionmentioning

confidence: 99%

Revisiting the Antecedents of Social Entrepreneurial Intentions in Hong Kong

Liu

et al. 2017

IJEP

127

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“…Kennedy (2002) found that Chinese culture has an influence on Chinese students' learning styles: Chinese students are low in individualism and high in collectivism, and exhibit a strong sense of belonging to a social group and a preference to work together to solve problems (Kennedy, 2002;Nield, 2009;Sayers & Franklin, 2008) Some studies have found that students from a Confucian cultural background have more difficulties in adjusting to the western teaching style than do their western peers. They may adopt a less active learning strategy, and be hesitant about voicing their own opinions in the classroom, while western students are more used to participating actively in class (Auyeung & Sands, 1996;Duanmu, Li, & Chen, 2009;Strohschneider & Guss, 1999;Vita, 2001;Yuen & Lee, 1994).…”

Section: Chinese Learners In Western Higher Educationmentioning

confidence: 99%

“…Kennedy (2002) found that Chinese students can adopt new learning styles when the learning context changes and new learning approaches are needed. Thus, more active and communicative modes of learning may be preferred to a traditional teacher-centered style.…”

Section: Chinese Learners In Western Higher Educationmentioning

confidence: 99%

Academic Integration of Mainland Chinese Students in Germany

2017

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This article presents an analysis of the academic integration experiences of mainland Chinese tertiary-level students in Germany. Using Tinto's model, the article explores the challenges that Chinese students face during their academic integration, the strategies they employ, and the relationship between academic and social integration. The data were collected in spring 2016 by interviewing 26 mainland Chinese students studying either in German universities or universities of applied sciences. Four major challenges were identified and analyzed: language barrier, knowledge gap, pedagogical differences, and cultural differences. An important outcome of the study presented is that social integration serves as a facilitator for enhancing academic integration, but is not a prerequisite for academic success. Group learning with peers was found to enhance learning outcomes. Overall, Chinese students have exploited their own advantages in academic integration by exploring feasible strategies and benefiting from their past learning experiences. It is suggested that academic integration as a long and challenging process for international students should be acknowledged by the German HEIs, and that more institutional support and guidance are needed.

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“…Most of the students in the AEPUCE program came to study in Canada from China; when we asked these cohorts to comment on how comfortable they felt when practicing the critique of academic texts in a reflective paragraph, a number of common perceptions stood out-despite some variations-that reflected two basic principles of traditional Chinese philosophy: the role of authority and the importance of face or honor for individuals, in line with observations by Chuang (2007) and Kennedy (2002). The key virtue for understanding the value of both is respect.…”

Section: Critical Thinking: Cultural Thinking?mentioning

confidence: 79%