The impact of western education on future Chinese Asian managers

Curtis, Susan; Lu, Wenwen

doi:10.1108/01409170410784293

Cited by 12 publications

(14 citation statements)

References 9 publications

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“…The Chinese place a great deal of value on technical training. As a result, business courses in human resource management, organizational behavior and strategy are absent from many Chinese MBAs (Curtis & Lu, 2004).…”

Section: Importance Versus Presence Of Ksas For 2006mentioning

confidence: 99%

Knowledge, Skills, and Abilities for the Market Economy: An Investigation of Student Perceptions Before and After China's WTO Entry

Stivers

Veliyath

Joyce

et al. 2010

Journal of Teaching in International Business

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Section: Importance Versus Presence Of Ksas For 2006mentioning

confidence: 99%

Knowledge, Skills, and Abilities for the Market Economy: An Investigation of Student Perceptions Before and After China's WTO Entry

Stivers

Veliyath

Joyce

et al. 2010

Journal of Teaching in International Business

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“…Chinese foreign business students and graduates have been found to consistently develop professional skills and knowledge, including managerial skills and advanced practices, the latter especially recognized in repatriates by employers (Ip, 2006; Jiang, 2011; Cai, 2012; Hao, 2012; Li & Yang, 2013). They also develop English language written and oral/spoken/presentation skills (Curtis & Lu, 2004; Ip, 2006; Gill, 2010; Jiang, 2011; Hao, 2012; Pyke, 2013; AEI, 2013d) and effective communication skills (Jiang, 2011; Cai, 2012; Hao, 2012).…”

Section: Components Of the Modelmentioning

confidence: 99%

“…China is Australia’s most important trading partner, and Australian firms are increasingly doing business with China (Korporaal, 2012). Yet, they face a shortage of employees with suitable competencies for the work (Curtis & Lu, 2004; Tremblay, 2005; Henderson, 2011; Hao, 2012; Menzies & McDonnell, 2012; Pyke, 2013), as do firms in the United Kingdom (Archer & Cheng, 2012). Scholars argue that Chinese Oz graduates can help fill that gap and provide a pool of talent to support Australian firms wanting to conduct business in China, and Chinese firms wanting to do business in Australia (Tremblay, 2005; Henderson, 2011; Hao, 2012; Korporaal, 2012; Menzies & McDonnell, 2012; Pyke, 2013); similar roles are available in firms in other foreign countries (IBM Business Consulting Services, 2006; Dietz, Orr, & Xing, 2008; Archer & Cheng, 2012; Cremer & Ramasamy, 2005).…”

mentioning

confidence: 99%

Chinese international business graduates: A career dilemma: Repatriate or stay?

Tharenou

2015

Journal of Management & Organization

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This paper examines the mobility paths taken by Chinese coursework graduates who studied abroad chiefly in business (Chinese ‘foreign’ graduates) and the consequences for their careers. A model is developed that focuses on the two major interconnected paths of repatriating and remaining abroad, and looks at the influence of pull–push forces. The model suggests the career consequences for repatriates, and their reactions to re-entry to China, in contrast to the career consequences for stayers and their reactions to the host country. The career capital the business graduates acquired while studying is developed. Adverse career consequences and reactions may lead to further mobility, including re-expatriation abroad by repatriates and repatriation by stayers. Overall, Chinese foreign business graduates may be caught in a dilemma when selecting the best path for their career and lifestyle. Implications for future research and management of Chinese foreign business graduates in host countries and China are assessed.

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“…Proficiency in English, however, is not enough to offer students the competitive edge they need to secure a desirable position in China's highly competitive workforce. For many Chinese students, knowledge and experience of Western culture, as well as English-language proficiency, are now required to communicate effectively and to become successful in China and contemporary global markets (Curtis & Lu, 2004). To this end, Chinese students and their parents are looking beyond the national education system to Westernised offshore schools located in situ for a culturally relevant and linguistically proficient English-based scholastic system.…”

Section: Contextmentioning

confidence: 99%

A Canadian ESL Teacher in China: A Stranger in a Strange Land

Ragoonaden

Akehurst

2013

Citizenship, Social and Economics Education

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Through a self-study of teacher and teacher education practices, this article explores cultural discontinuities between Canadian teachers and Chinese students enrolled in Canadian offshore schools. The methodology of self-study provides a means to think about, understand and develop teachers' practice in contexts where intercultural diversity impacts on best practice. Strategies and techniques to ameliorate teacher-student interaction, conceptions of teaching and learning, assessment norms, and voluntary and involuntary plagiarism are discussed. The strategies and techniques presented have the potential to contribute to the development of culturally relevant teaching pedagogy which aims to negate cultural discontinuities between teachers and students. The Demand for Canadian Teachers in ChinaCompetence in English has become an acquired ability, and in some cases a necessary skill, for citizens actively participating in the globalised economy of the twenty-first century. According to David Crystal (2003), the English language has achieved international domination, with approximately one-quarter of the world's population (1.5 billion people) already fluent or competent in English. Furthermore, English is growing faster than any other language in the world, with English as a second language (ESL) speakers now outnumbering those for whom English is a mother tongue (Crystal, 2003). English is also the most widely studied language, with approximately 300 million people studying English in China alone (Yunbao & Huaying, 2008). Considering this widespread usage in China and on a global scale, it follows naturally, then, that English has quickly become the language of business, diplomacy, technology, popular culture, science and academic conferences. It is within this internationalised context that this article will discuss cultural discontinuities between Western teachers teaching English to Chinese students in a Canadian-mandated school. A secondary focus will explore best teaching practices which emphasise culturally relevant educational practices within diverse contexts. ContextChinese students and their families are aware that competence in the English language is necessary for active participation in today's global community. Proficiency in English, however, is not enough to offer students the competitive edge they need to secure a desirable position in China's highly competitive workforce. For many Chinese students, knowledge and experience of Western culture, as well as English-language proficiency, are now required to communicate effectively and to become successful in China and contemporary global markets (Curtis & Lu, 2004). To this end, Chinese students and their parents are looking beyond the national education system to Westernised offshore schools located in situ for a culturally relevant and linguistically proficient English-based scholastic system. These schools are privately owned and, unlike most international

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The impact of western education on future Chinese Asian managers

Cited by 12 publications

References 9 publications

Knowledge, Skills, and Abilities for the Market Economy: An Investigation of Student Perceptions Before and After China's WTO Entry

Knowledge, Skills, and Abilities for the Market Economy: An Investigation of Student Perceptions Before and After China's WTO Entry

Chinese international business graduates: A career dilemma: Repatriate or stay?

A Canadian ESL Teacher in China: A Stranger in a Strange Land

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