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 language | English |
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Pages (from-to) | 1465-1483 |
Number of pages | 19 |
Journal | Teaching in Higher Education |
Volume | 28 |
Issue number | 7 |
Early online date | 17 Mar 2021 |
DOIs | |
Publication status | Published - 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