A Comparison between Pedagogical Approaches in UK and China

Zhang, Bowen

doi:10.32674/jcihe.v13i5.2629

Cited by 4 publications

(3 citation statements)

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“…Critical approaches to teaching can raise additional challenges in classes with a high proportion of students who have previously studied in systems that are more teacher-centred than even a traditional "sage on the stage", European lecture hall. Zhang (2021) noted that the students from China studying in the UK (like many of the first cohort in this study) experience considerable learning shock because facts and the authority of the teacher are valued so much more in Chinese than in British higher education, and independent thought correspondingly less. These challenges require creative application of pedagogical methods that normalise critique and make transformative pedagogies easier to grasp.…”

Section: Critical Pedagogy and Marketingmentioning

confidence: 83%

“We want your soul”: re-imagining marketing education through the arts

Heath

Tynan

2023

EJM

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Purpose The purpose of this study is to examine the potential of integrating material from the arts into postgraduate curricula to deepen students’ engagement with marketing phenomena. The authors assess the use of arts-based activities, within a broader critical pedagogy, for encouraging imaginative and analytical thinking. Design/methodology/approach The authors devised two learning activities and an interpretive method for studying their value. The activities were an individual essay connecting themes in song lyrics to marketing, and a group photography project. These were applied, within a broader, critical approach, in postgraduate modules on sustainability, ethics and critical marketing. Data collection comprised diaries kept by the teachers, open-ended feedback from students and students’ assignments. Findings Students showed high levels of engagement, reflexivity and depth of thought, in felt experiences of learning. Their ability to make connections not explicitly in the materials, and requiring imaginative jumps, was notable. Several reported lasting changes to their behaviour. Some found the tasks initially intimidating or, once they were more engaged, stressful or saddening. Research limitations/implications This adds to scholarship on management education by showing the usefulness of an arts-based approach towards a transformative agenda. Practical implications It offers a template of how to draw from the arts to strengthen critical engagement upon which marketing teachers can build. It also contains practical advice on the challenges and benefits of doing so. Social implications The authors provide evidence that this approach can enhance sensitivity and reflexivity in students, potentially producing more ethical and sustainable decisions in future. Originality/value The pedagogical interventions are novel and of value to lecturers seeking to enhance critical engagement with theory. An empirical study of an attempt to integrate arts into teaching marketing represents a promising direction, given the discipline’s creative nature.

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Section: Critical Pedagogy and Marketingmentioning

confidence: 83%

“We want your soul”: re-imagining marketing education through the arts

Heath

Tynan

2023

EJM

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“…However, despite the potential of MBL, it is still a novel pedagogical approach that needs to be explored in academia and education (Muthmainnah et al, 2022). In China's context, for instance, traditional teaching methods have long dominated the education landscape of various disciplines, emphasizing rote memorization and standardized assessments (Zhang, 2021). The integration of innovative approaches, such as MBL, faces challenges rooted in the existing educational culture and practices.…”

Section: Movie-based Learningmentioning

confidence: 99%

A Mixed-Method Study on the Impact of Movie-Based Learning on Chinese Undergraduates’ Cultural Identity

Tao,

Karim,

Nasir

2024

rupkatha

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In the context of higher education in China, this mixed-methods study with an intervention design explores the impact of Movie-Based Learning (MBL) on university students’ cultural identity (CI) within a movie education course. Quantitative findings indicated that MBL significantly enhanced CI, particularly in cognitive and emotional dimensions, while behavioral identity did not exhibit improvement. Notably, the effect of MBL on CI surpassed that of regular instruction in the control group, which improved general CI but not cognitive, emotional, or behavioral identity. Qualitative findings illuminated learners’ acceptance of MBL, revealing emotional resonance and connection with culturally rich and diverse movies. Despite positive perceptions, participants expressed uncertainty about translating cultural knowledge and awareness gained in the classroom to real-world actions and behavior. This research contributes to the understanding of the nuanced impact of MBL on CI development, which highlights the effectiveness of MBL but also underscores the need to address the transferability of cultural knowledge to behavioral actions. Implications include the importance of refining instructional strategies to bridge this gap and enhance the practical applicability of cultural learning beyond the classroom.

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“…Higher education in the UK primarily employs student-centred pedagogical approaches [120]. Feeding more to the discussion of ensuring students' participation as co-creators of knowledge, departments undertake pedagogical approaches that support the learning goals.…”

Section: Pedagogical Approachesmentioning

confidence: 99%

Participatory Pedagogical Approaches in Higher Education: Understanding from the Practices in Bangladesh, the UK and the USA

Mahruf C. Shohel,

Ashrafuzzaman,

Ahmed

et al. 2024

Education and Human Development

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Participatory pedagogical approaches stand as the core driving force behind transforming individual student’s learning journeys into more active, enjoyable, and effective ones. Participatory pedagogy motivates students to participate willingly and actively in their learning and to take ownership of their educational journey. This shift in pedagogy impacts students’ enrolment, progress, and retention. The relevance of this shift from teacher-led to student-led practices became particularly evident during the COVID-19 pandemic, which substantially challenged the traditional roles of teachers and students for the first time in recent years, placing teachers aside and allowing students to take agency over their learning. Given this reality, this chapter explores the main facets of participatory pedagogies. It discusses diverse emerging pedagogical approaches being used at the higher education level in the contexts of Bangladesh, the UK, and the USA to develop an understanding of the best practices. This chapter also highlights the process of co-creating knowledge with students during their learning journeys at higher education institutions. After analysing the related literature, it is apparent that incorporating participatory pedagogies into educational practices provides opportunities to nurture teachers’ and students’ critical thinking, creativity, collaboration, communication, problem-solving abilities and lifelong learning. Furthermore, participatory approaches empower individuals to contribute actively to their learning communities.

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A Comparison between Pedagogical Approaches in UK and China

Cited by 4 publications

References 0 publications

“We want your soul”: re-imagining marketing education through the arts

“We want your soul”: re-imagining marketing education through the arts

A Mixed-Method Study on the Impact of Movie-Based Learning on Chinese Undergraduates’ Cultural Identity

Participatory Pedagogical Approaches in Higher Education: Understanding from the Practices in Bangladesh, the UK and the USA

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