Chinese universities hire thousands of Western professors and tutors each year. This is to encourage different outcomes for Chinese graduates in terms of entrepreneurship, leadership, and opportunity. However, students who receive instruction from American lecturers find a very different experience from other Western faculty. So, in 2020 a survey was developed to ascertain the perspectives and instructional processes western tutors brought to Chinese universities. This 3,000-professor survey would determine how much learning knowledge students graduated with prior to becoming a professor, how much development they sought once professors, and how much integration of current teaching and learning methodologies and theorists were brought to the classroom, including online classrooms. Results indicated that faculty who were trained in countries such as Australia, England, Germany, or Spain had more learning knowledge prior to teaching, as well as continuing to seek learning information once teaching classrooms, than their American counterparts.
The Teaching and Learning Status of <i>Chemical Safety</i> in Chinese Universities and Reform Suggestions on It
