Perceptions of Quality and Approaches to Studying in Higher Education: A Comparative Study of Chinese and British Postgraduate Students at Six British Business Schools

Autor/inn/en	Sun, Haoda; Richardson, John T. E.
Titel	Perceptions of Quality and Approaches to Studying in Higher Education: A Comparative Study of Chinese and British Postgraduate Students at Six British Business Schools
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 63 (2012) 3, S.299-316 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-011-9442-y
Schlagwörter	Foreign Countries; Student Attitudes; Response Style (Tests); Factor Structure; Comparative Analysis; Cultural Differences; Business Administration Education; Graduate Students; Foreign Students; Questionnaires; Cross Cultural Studies; College Instruction; Study Habits; Study Skills; Student Characteristics; China; United Kingdom; Approaches to Studying Inventory + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Antwortverhalten; Faktorenstruktur; Kultureller Unterschied; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fragebogen; Cultural comparison; Kulturvergleich; Hochschullehre; Study behavior; Study behaviour; Studienverhalten; Studientechnik; Großbritannien
Abstract	Previous studies of "the Chinese learner" have confounded the effects of culture and context or have used heterogeneous samples of students. In this study, 134 British students and 207 students from mainland China following 1-year postgraduate programmes at six British business schools completed the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI). The two groups yielded the same factor structure on both instruments. There were no significant differences in their scores on the CEQ. On the RASI, the British students produced higher scores on deep approach and strategic approach. These differences could not be attributed to differences in response style. In short, when British and mainland Chinese students were compared within the same educational context, their perceptions and approaches to studying showed the same underlying constructs, but in the present context Chinese students were less likely to exhibit deep or strategic approaches to studying. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10