Teaching in China: Culture-based Challenges

Toward harmonious East–West educational partnerships: a study of cultural differences between Taiwanese and Norwegian engineering students

“…The results of this study suggest that the distance between students in the two cultures studied is smaller than what can be predicted according to the literature, for example, Eastern students' claimed emphasis on examinations (Ran 2001), Eastern students' claimed view of the teacher (Aguinis and Roth 2003), and Western students' believed intrinsic motivation (Chiu and Xihua 2008). One explanation for these seemingly converging preferences is that students may be influenced by new global media such as the Internet, movies and cable-TV.…”

“…British teachers have been found to focus on macro aspects of teaching with errors an integral part of the process, while Chinese parents focus on micro aspects of education such as achieving perfect test scores (Ran 2001). Western educators often regard Chinese students as passive and plagiary, while Chinese students often perceive Western teachers as unprepared, in lack of authority and not fulfilling the role of the expert (Aguinis and Roth 2003;Gieve and Clark 2005;Kennedy 2002;Smith and Smith 1999). The ideal Western teacher is dynamic and able to stimulate discussion and interactivity, while the ideal Chinese teacher is an expert in the field and is a moral role model.…”

A Comparison of Western Business Instruction in China With U.S. Instruction: A Case Study of Perceived Program Emphases and Satisfaction Levels

“…In China, education is highly valued and is seen as the ladder to social elevation. In fact, entry into college programs demonstrates an obedience and love for family (Aguinis & Roth, 2003). It is comparable with China's vertical collectivistic orientation (Triandis, 1995).…”

“…Within the setting of collegiate business education, Chinese students are less likely to ask questions and to participate in class when contrasted to U.S. students (Gao, Ting-Toomey, & Gudykunst, 1996). There is an expectation among Chinese students for a more rigid, structured, teaching style featuring one-way communication and less participation when contrasted to the United States (Aguinis & Roth, 2003;de Man, 2006). However, U.S. instructors encourage critical thinking and openness along with the use of experimental methods such as role play and simulation.…”

“…According to Aguinis and Roth, it is also rare for instructors to receive positive or negative feedback from students. Since China values vertical collectivism, their corresponding high-context approach to communication includes a preference for indirectness and implicitness, which replaces the openness of U.S. students as to their opinion, beliefs, and feelings (Aguinis & Roth, 2003). Also, attempts by Western instructors to get the Chinese student to ask questions may be confusing to students (de Man, 2006).…”