‘Teachers are just the ones who learned
            <i>Dao</i>
            before students’: exploring influences of culture on pedagogical partnership in Chinese universities

Liang, Yifei; Matthews, Kelly E.

doi:10.1080/03054985.2023.2236933

Cited by 2 publications

(2 citation statements)

References 41 publications

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“…the emphasis on teacher leadership and the development of student-teacher relationships) inherited from Confucian cultural values and norms. Liang and Matthews (2023b) emphasise that these cultural factors influence the form and extent of Chinese students' participation in pedagogical activities and the shaping of their pedagogical identities. Therefore, examining how students with a strong Chinese cultural background engage in collaborative learning in short-term SA programmes can enhance the understanding of cross-cultural pedagogical practices in SA programmes in UK universities.…”

Section: Students As Consumers In Sa Programmesmentioning

confidence: 99%

“…Recent studies (Dai et al. , 2021; Liang and Matthews, 2023a, b) indicate that Chinese university students are influenced by the cultural scripts (e.g. the emphasis on teacher leadership and the development of student–teacher relationships) inherited from Confucian cultural values and norms.…”

Section: Context Of the Study: A Short-term Sa Programme Involved Wit...mentioning

confidence: 99%

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Pedagogical relationships in short-term study abroad programmes: exploring the role of consumer identity in collaborative learning among Chinese students in the UK

Liu,

Liang,

Guo

2024

AEDS

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PurposeThe marketisation of higher education fosters the notion of students as consumers, highlighting the shifting dynamics of student–teacher relationships. This paper aims to contribute to ongoing discussions about students as consumers and their involvement in pedagogical practices. We explore students’ experiences in short-term study abroad (SA) programmes that involve collaborative learning, examining how a consumerism-oriented approach affects students’ perceptions of their pedagogical identities and student–teacher pedagogical relationships.Design/methodology/approachA qualitative exploratory study was conducted to capture students’ rich and subjective perceptions and experiences. The data were gathered through semi-structured interviews with 15 Chinese undergraduate students who participated in a short-term SA programme at a UK university. Following data translation and transcription, a thematic analysis approach facilitated our exploration.FindingsChinese students engage in SA programmes as a strategic investment in personal growth and transformation, with their consumer-oriented identity fostering a mutually beneficial relationship with educators and group members. This consumer mindset appears to enhance active student engagement and, to some extent, create reciprocal student–teacher interactions through power sharing and collaborative involvement.Originality/valueThis study presents empirical data exploring the impact of consumer identity on the dynamics of student–teacher relationships in the SA context. It provides recommendations for implementing pedagogical approaches designed to mediate the influence of consumerism on student engagement, particularly in shaping collaborative student–teacher relationships. This study offers insights for future research on the effects of consumerism in higher education within cross-cultural contexts.

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Section: Students As Consumers In Sa Programmesmentioning

confidence: 99%

Section: Context Of the Study: A Short-term Sa Programme Involved Wit...mentioning

confidence: 99%

Pedagogical relationships in short-term study abroad programmes: exploring the role of consumer identity in collaborative learning among Chinese students in the UK

Liu,

Liang,

Guo

2024

AEDS

Self Cite

View full text Add to dashboard Cite

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Followers, customers, or partners? Comparing conceptualisations of students as partners in Australian, Mainland Chinese, and Hong Kong universities

Liang,

Dai,

Matthews

2024

High Educ

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Engaging students as partners (SaP) is an approach promoting meaningful pedagogical relationships in higher education. Scholars have called for more culturally situated research on SaP that compares Anglophone countries with other contexts. In response, we conducted an exploratory qualitative study by interviewing 36 undergraduate students from Australia, Mainland China, and Hong Kong. Adopting the relational lens of SaP, the interviews focused on conceptualisations of pedagogical partnership, specifically learner–teacher identities and power dynamics. Through comparative and reflexive thematic analysis, we found that understandings of partnership in different contexts were influenced by broader cultural differences. The findings showed that the perception of SaP in Australia was consistent with the prevailing Western discourse, but the notion of SaP was adapted and re-shaped in Mainland China, and in Hong Kong, there were diverse interpretations of it. This study contributes to new understandings of the influence of specific sociocultural and policy variations in SaP practises through culturally situated and comparative research using theorisations of perpetual translation. We argue for future research to contribute collective insights and nuanced, diverse understandings that expand SaP as an approach to global scholarship.

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‘Teachers are just the ones who learned Dao before students’: exploring influences of culture on pedagogical partnership in Chinese universities

Cited by 2 publications

References 41 publications

Pedagogical relationships in short-term study abroad programmes: exploring the role of consumer identity in collaborative learning among Chinese students in the UK

Pedagogical relationships in short-term study abroad programmes: exploring the role of consumer identity in collaborative learning among Chinese students in the UK

Followers, customers, or partners? Comparing conceptualisations of students as partners in Australian, Mainland Chinese, and Hong Kong universities

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