The Adaptation of Chinese Split-Site Business Students to British Classrooms: A Cross-Cultural Perspective

• Published in: Frontiers of Education in China Vol. 13; no. 3; pp. 401 - 425
• Main Authors: Wang, Liyuan, Nesi, Hilary
• Format: Journal Article
• Language: English
• Published: Singapore Springer Singapore 01.09.2018; Springer; Higher Education Press Limited Company
• Subjects: Business Administration Education; Business education; Business Schools; Classroom Observation Techniques; College Faculty; College Students; Comparative studies; Course Content; Cross Cultural Studies; Cultural Influences; Education; English (Second Language); English Curriculum; English for Special Purposes; Foreign Countries; Foreign students; International Schools; Interviews; Learning Strategies; Observation; Research Article; Second Language Instruction; Semi Structured Interviews; Student Attitudes; Student Role; Teacher Role; Teaching methods; United Kingdom; China; United Kingdom > UK; Chinese students; tertiary business education; cultures of learning; English for specific purposes
• ISSN: 1673-341X; 1673-3533
• DOI: 10.1007/s11516-018-0019-8

Chinese business education differs from British business education in many respects. On the whole, it focuses on the acquisition of theoretical knowledge, whereas British business education places far more emphasis on soft management skills and team-work. This paper examines a split-site business degree program offered by a Chinese international school and a British business school, and explores the attitudes and expectations of the Chinese participants and their Chinese and British lecturers from an “English for specific purposes” perspective. The study conducted classroom observation, semi-structured interviews, and a questionaire survey, and identifies areas of difficulty for Chinese business students in the UK, in particular regarding their beliefs about teacher and student roles, their learning priorities and learning strategies, and their “goal-oriented” approach to discussion, which is at odds with the more collaborative and exploratory Western discussion strategies. The findings have implications for pre-sessional and in-sessional English course design, the management of split-site business degree programs, the teaching of Chinese students, and the enhancement of learning experiences generally in international business programs.