Building on Experience: Meeting the Needs of Chinese Students in British Higher Education

2009 ◽  
pp. 185-205 ◽  
Author(s):  
Viv Edwards ◽  
An Ran
Keyword(s):  
Higher Education ◽  
Chinese Students

Chinese and Vietnamese international students in Australia

2018 ◽  
Vol 32 (7) ◽  
pp. 1278-1292 ◽  
Author(s):  
Huong Le ◽  
Jade McKay
Keyword(s):  
Higher Education ◽  
International Students ◽  
Chinese Students ◽  
Teaching Quality ◽  
Support Staff ◽  
Content Type ◽  
Actual Experience ◽  
The Voice ◽  
Practical Implications ◽  
Insight Into

Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.

scholarly journals Crossing borders . . . shifting sands: An investigation of Chinese students’ study experiences in the UK and China

2019 ◽  
Vol 9 (3) ◽  
pp. 451-472
Author(s):  
Kashmir Kaur
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Chinese Students ◽  
Focus Group Interviews ◽  
Different Types ◽  
English Medium Instruction ◽  
English Speaking ◽  
Group Interviews ◽  
The Uk ◽  
Learning Issues

In the current landscape of higher education in the UK, international students play a key role. It is an environment in which they not only cross borders physically but also transition through various identities as they develop their professional and linguistic confidence and skills to fully access and contribute to their programme of study and beyond. The aim of this paper is to outline the results of an empirical investigation into Chinese students’ perceptions of their study experiences in the context of student mobility and English-medium instruction in higher education. It reports on a study of two groups of Chinese students – one group studying in an English-speaking environment, the other in their home country where instruction is delivered through the medium of English. Semi-structured focus group interviews were conducted at each site which focused on the transition of “crossing borders” for educational purposes. The data was analysed using thematic analysis (Clarke & Braun, 2016). The main finding was that both groups experienced remarkably similar learning issues, despite being located in very different learning environments and crossing different types of borders.

Becoming Interculturally Adaptable

2020 ◽  
pp. 45-68
Author(s):  
Xiaofei Rao ◽  
Kristin Kew ◽  
Anita Hernández
Keyword(s):  
Higher Education ◽  
International Student ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Culture Shock ◽  
Chinese Students ◽  
Intercultural Experience ◽  
University Life ◽  
Intercultural Adaptation ◽  
Related Stress

The prevailing picture of intercultural adaptation among international student sojourners features a reified process of overcoming culture shock or culture-related stress and anxiety. In the context of increasing recruitment of Chinese students by German higher education institutions, there has been a growing interest in understanding Chinese students' intercultural adaptation experiences, and in exploring approaches that can be adopted by Chinese and German higher education to support these sojourners' learning experience. Drawing on a six-month mixed-methods study of 84 Chinese students attending German universities, researchers explored their intercultural experience regarding psychological, sociocultural, and educational aspects to university life. The challenges faced by these students are discussed in terms of psychological, sociocultural, and educational adaptations.

Hindrances to the new teaching goals of College English in China

English Today ◽  
2015 ◽  
Vol 32 (1) ◽  
pp. 12-17 ◽  
Author(s):  
Hui Du ◽  
Hongdi Guan
Keyword(s):  
Higher Education ◽  
Mainland China ◽  
Chinese Students ◽  
Tertiary Level ◽  
Ministry Of Education ◽  
College English ◽  
Chinese University ◽  
Teaching Goals ◽  
English Textbooks ◽  
Listening And Speaking

College English refers to a type of English course offered to non-English majors at tertiary level in mainland China. In recent years, however, College English has been criticised as ‘deaf and dumb English’ (Wu, 2004; Zhang, 2002) because of Chinese students’ perceived weaknesses in listening and speaking. As Zhang (2002), Director of the Department of Higher Education in the Chinese Ministry of Education (MOE), explains, ‘Chinese university students can neither speak English nor understand it when they hear the language spoken’ (p. 4). To improve the situation, Zhang urges that ‘[w]hile reading has to be reduced properly, listening and speaking should be increased in College English textbooks’ (ibid.: 5). In other words, it is listening and speaking rather than reading that should be emphasised.

Teaching Transition for International Education from ‘Foreign Students Class’ to ‘International Class’: The Case of Materials Physics Courses

2012 ◽  
Vol 590 ◽  
pp. 521-524
Author(s):  
Li Bing Duan ◽  
Wang Chang Geng ◽  
Fu Li Zhang ◽  
Xiao Long Shi
Keyword(s):  
Higher Education ◽  
International Education ◽  
Foreign Students ◽  
Chinese Students ◽  
Internationalization Of Higher Education ◽  
Modern World ◽  
Chinese Universities ◽  
Physics Courses ◽  
One Year ◽  
Teaching Transformation

Internationalization of higher education has become an irreversible trend of modern world, where international course is the key link. For Chinese universities, during the transition from traditional ‘Foreign students class’ (for foreign students only) to ‘International class’, in which Chinese students and foreign students will be trained under one roof, they have to face great challenges of teaching transition, including teaching contents, methods, examinations transformations. In this paper, taking materials physics courses for example, we put forward some suggestions on teaching transformation of international education from ‘Foreign students class’ to ‘International class’, basing on the experience of one-year visiting in University of Victoria (UVic), Canada and the differences of teaching between our Northwestern Polytechnical University (NPU) and UVic.

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