Students’ perceptions and experiences of teaching and learning in transnational higher education in China: implications of the intercultural dialogue framework

Dan Liu, Katherine Wimpenny, Alun DeWinter, Peter Harrison

    Research output: Contribution to journalArticlepeer-review

    3 Citations (Scopus)
    53 Downloads (Pure)

    Abstract


    Despite the rapid development of TNHE over the past decade, research studies on students’ perceptions and experiences of teaching and learning at TNHE programmes in China are very limited. Using both surveys (328) and follow-up interviews (40) from students at two Anglo-Sino programmes, this study explores students’ perceptions and experiences of teaching and learning in TNHE in China. Drawing on the five components of the intercultural dialogue framework, this paper reveals that Chinese students’ experience of teaching was fragmented not least through a mixture of cultural approaches to pedagogy including a teacher-centred approach by the local Chinese teachers and a student-centred approach by the foreign teachers, with the latter generally preferred by the students. The findings yield several important implications for contextualized curriculum and careful consideration of the TNHE learning environment in China.
    Original languageEnglish
    Pages (from-to)1465-1483
    Number of pages19
    JournalTeaching in Higher Education
    Volume28
    Issue number7
    Early online date17 Mar 2021
    DOIs
    Publication statusPublished - 2023

    Bibliographical note

    Funding Information:
    This work was supported by Guangdong Basic and Applied Basic Research Foundation [grant number 2019A1515110873]; the Humanities and Social Sciences Foundation of Ministry of Education of the People’s Republic of China [grant number 20YJCZH091].

    Publisher Copyright:
    © 2021 Informa UK Limited, trading as Taylor & Francis Group.

    Funder

    This work was supported by Guangdong Basic and Applied Basic Research Foundation [grant number 2019A1515110873]; the Humanities and Social Sciences Foundation of Ministry of Education of the People’s Republic of China [grant number 20YJCZH091].

    Keywords

    • China
    • transnational higher education
    • teaching and learning,
    • effective learning
    • effective teaching
    • Intercultural dialogue framework
    • teaching and learning

    ASJC Scopus subject areas

    • Education

    Fingerprint

    Dive into the research topics of 'Students’ perceptions and experiences of teaching and learning in transnational higher education in China: implications of the intercultural dialogue framework'. Together they form a unique fingerprint.

    Cite this