CHINESE UNIVERSITY TEACHERS’ EXPERIENCES OF A FINNISH UNIVERSITY PEDAGOGICAL WORKSHOP; pp. 367–382Full article in PDF format | DOI: 10.3176/tr.2013.4.04
The purpose of this study is to investigate Chinese university teachers’ experiences of a Finnish university pedagogical workshop. The qualitative research data were collected from the participants’ learning journals and feedback. The findings reveal that Western educational practices cannot be imported as such, but have to be adapted to the Chinese culture. In a multicultural training, participants may face challenges that remain unrecognized by the educators. Similarly, participants may expect educators to behave in a manner that is unfamiliar to the educators. In order to further develop worthwhile tools for teaching and learning in the Chinese context, there is a need for collaboration between educators and participants. The findings of this study have practical implications for higher education related to developing university pedagogical training in multicultural and multidisciplinary contexts. In particular, the study generates new information for pedagogical cooperation projects between Western and Chinese universities.
Adam, S. (2001) “Transnational education project. Report and recommendations”. Confederation of European Union Rectors’ Conferences. Reference document. Expert meeting on the impact of globalization on higher education, Paris, September 10–11, 2001. Available online at <http://www.unesco.org/education/studyingabroad/highlights/global_forum/reference.shtml>. Accessed on 27.06.2013.
Biggs, J. and C. Tang (2007) Teaching for quality learning at university. Buckingham: Open university press.
Boud, D. (2001) “Using journal writing to enhance reflective practice”. New Directions for Adult and Continuing Education 90, 9–17.
Boud, D., R. Keogh, and D. Walker (1985) Promoting reflection in learning: a model. In Reflection: turning experience into learning, 18–41. D. Boud, R. Keogh and D. Walker, eds. London: Kogan Page.
Bourner, T. (2003) “Assessing reflective learning”. Education + Training 45, 5, 267–272.
Clarkeburn, H. and K. Kettula (2012) “Fairness and using reflective journals in assessment”. Teaching in Higher Education 17, 4, 439–452.
Dunn, L and M. Wallace (2004) “Australian academics teaching in Singapore: striving for cultural empathy”. Innovations in Education and Teaching International 41, 3, 291–304.
Dyment, J. E. and T. S. O’Connell (2011) “Assessing the quality of reflection in student journals: a review of the research”. Teaching in Higher Education 16, 1, 81–97.
Ennew, C. T. and Y. Fujia (2009) “Foreign universities in China: a case study”. European Journal of Education 44, 1, 21–23.
Foster, K. D. and D. M. Stapleton (2012) “Understanding Chinese students’ learning needs in western business classrooms”. International Journal of Teaching and Learning in Higher Education 24, 3, 301–313.
Gibbs, G. (1988/2001) Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic. Available online at: <http://www2.glos.ac.uk/ gdn/gibbs/index.htm>. Accessed on 13.08.2013.
Gieve, S. and R. Clark (2005) “’The Chinese approach to learning’: cultural trait or situated response? The case of a self-directed learning programme”. System 33, 261–276.
Graneheim, U. H. and B. Lundman (2004) “Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness”. Nurse Education Today 24, 2, 105–112.
Gu, J. (2009) “Transnational education: current developments and policy implications”. Frontiers of Education in China 4, 4, 624–649.
Haley, M. H. and M. S. Ferro (2011) “Understanding the perceptions of Arabic and Chinese teachers toward transitioning into U.S. schools”. Foreign Language Annals 44, 2, 289–307.
Heffernan, T., M. Morrison, P. Basu, and A. Sweeney (2010) “Cultural differences, learning styles and transnational education”. Journal of Higher Education Policy and Management 32, 1, 27–39.
Hu, G. (2002) “Potential cultural resistance to pedagogical imports: the case of communicative language teaching in China”. Language, Culture and Curriculum 15, 2, 93–105.
Hübner, S., M. Nückles, and A. Renkl (2010) ”Writing learning journals: instructional support to overcome learning-strategy deficits”. Learning and Instruction 20, 1, 18–29.
Kember, D. (1997) “A reconceptualization of the research into university academics’ conceptions of teaching”. Learning and Instruction 7, 3, 255–275.
Kember, D., J. McKay, K. Sinclair, and F.K.Y. Wong (2008) “A four-category scheme for coding and assessing the level of reflection in written work”. Assessment and Evaluation in Higher Education 33, 4, 369–379.
Knight, J. (2003) “GATS, trade and higher education: perspective 2003 – where are we?”. The observatory on borderless higher education, report, May 2003. Available online at <http:// www.obhe.ac.uk/documents/download?id=698>. Accessed on 09.08.2013.
Lieven, M. and G. Martin (2006) “Higher education in a global market: the case of British overseas provision in Israel”. Higher Education 52, 1, 41–68.
Liu, L. (2010) “The perceptions held by employers of Chinese graduates’ employability skills”. Proceedings of 2010 international symposium – labor employment and income distribution studies. Available online at <http://www.seiofbluemountain.com/upload/product/201004/ 2010ldshr08a6.pdf>. Accessed at 24.08.2013.
Mezirow, J. (1990) “How critical reflection triggers transformative learning”. In Mezirow, J. (and associates). Fostering critical reflection in adulthood, 1–20. San Francisco: Jossey-Bass.
Mezirow, J. (1991) Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Moon, J. (1999) Learning journals: a handbook for academics, students and professional development. London: RoutledgeFalmer.
Moon, J. (2009) “The use of graduated scenarios to facilitate the learning of complex and difficult-to-describe concepts”. Art, Design & Communication in Higher Education 8, 1, 57–70.
Nguyen, P-M., C Terlouw, and A. Pilot (2006) “Culturally appropriate pedagogy: the case of group learning in a Confucian heritage culture context”. Intercultural Education 17, 1, 1–19.
Nückles, M., R. Schwonke, K. Berthold, and A. Renkl (2004) “The use of public learning diaries in blended learning”. Journal of Educational Media 29, 1, 49–66.
OECD (2006a) “Cross-border education: an overview”. In Internationalisation and trade in higher education: opportunities and challenges, 17-38. OECD Publishing. Available online at <http://dx.doi.org/10.1787/9789264015067-3-en>. Accessed on 09.08.2013.
OECD (2006b) “Key developments and policy rationales in crossborder post-secondary education”. In Internationalisation and trade in higher education: opportunities and challenges,
205-235. OECD Publishing. Available online at <http://dx.doi.org/10.1787/9789264015067-7-en>. Accessed on 26.06.2013.
Pyvis D. (2011) “The need for context-sensitive measures of educational quality in transnational higher education”. Teaching in Higher Education 16, 6, 733–744.
Silverman, D. (2011) Interpreting qualitative data: a guide to the principles of qualitative research. 4th ed. London: Sage Publications.
Smith, K. (2009) “Transnational teaching experiences: an under-explored territory for transformative professional development”. International Journal for Academic Development 14, 2, 111–122.
UNESCO/European Council (2001) “Code of good practice in the provision of transnational education”. Available online at <http://www.coe.int/t/dg4/highereducation/recognition/ code%20of%20good%20practice_EN.asp>. Accessed on 25.06.2013.
Watkins, D. (2000) “Learning and teaching: a cross-cultural perspective”. School Leadership & Management 20, 2, 161–173.
Watkins, D. and J.B. Biggs (2001) “The paradox of the Chinese learner and beyond”. In Teaching the Chinese learner. D. Watkins and J.B. Biggs, eds. Hong Kong: CERC.Yang, R. (2008) “Transnational higher education in China: contexts, characteristics and concerns”. Australian Journal of Education 52, 3, 272–286.
Back to Issue