|Title||Mainland Chinese students’ group work adaptation in a UK business school|
Built from data collected through three-phase in-depth interviews, this study explores from cultural and social perspectives why Chinese students may initially be termed silent participants when they first commence group work with western students; and then examines the impact of cultural interaction through group work on their adjustment. ‘Discourse system’ is used to categorise how they adapt over the course of the year, with changes in expressing opinions, holding ground and self-autonomy. The study suggests that preparation for the new educational system and cultures of learning before students' departure, a facilitative environment in which students have interactive contact with different cultures and tutors' support are essential for Chinese students to achieve a fulfilled learning experience in the UK.
|Journal||Teaching in Higher Education|
|Journal citation||17 (5), pp. 523-535|
|Publisher||Taylor & Francis|
|Digital Object Identifier (DOI)||https://doi.org/10.1080/13562517.2012.658562|