Journal of Research & Scholarly Output 2006 - Grimsby Institute of ...

values, educational background, systems
and expectations. The intention is to add to
current discourse in what is increasingly an
important dimension in the field of
education.
Key words:
International, teaching education, values,
culture, social reality.
culturally diverse in its composition.
Intentional or unintentional ignoring or
ignorance of factors such as societal
background, history, cultural differences,
attitudes and values, educational
background and expectations may impact
on the successful delivery of educational
programmes to an international student
group.
Introduction
It is often argued that the global dimension
has added impetus to the effective
commodification of contemporary life with
the world rapidly moving towards a
converging commonality with needs
becoming homogenised (Ritzer, 1996;
Smart 1999). Both the Further and Higher
Education sectors now operate within a
dynamic global market, with universities and
colleges developing international
perspectives and pursuing marketing
strategies to attract international students
(Morrison, 1998). With education however,
an alternative view may be to acknowledge
that although there are global needs and
opportunities we may need to accept that
education per se may not be truly a global
product. Just as a manufacturing company
may change the packaging of a product or
vary the specification slightly to suit the
country or culture of a country they wish to
access, education programmes and/or
curricula may also require adaptation for an
international market. In reality, the allure of a
universal educational product may distract
from the real challenge educators face
today, that is to deliver and support ‘the
product’ in a manner that suits a student
population which is likely to be increasingly
In addition to discussing these issues in
general terms, because of the Grimsby
Institute of Further and Higher Education’s
rapidly growing direct involvement in China,
specific reference will be made to issues
arising from teaching Chinese students in
the UK. The Grimsby Institute’s increasing
involvement in China is not unique as,
Rosecky et al., (2004) point out:
“Evolution in its worldview has moved China
from a classic Marxism/Mao dicta to a more
pragmatic educational approach, one that
includes non-public education”.
Universities, institutes and colleges and
their educational programmes do not
operate in a vacuum, they are through the
tutors, support staff and students
inextricably connected to their societalcultural
environment. Recognition of the
diverse cultural and educational
backgrounds of the students should
highlight the necessity to review the
assumptions that we make when teaching
or developing educational programmes.
Burrell, & Morgan,(1979) argue:
“The rationale for a particular way of thinking
is grounded in a network of implicit or
explicit assumptions regarding ‘ontology’
(Science of Being –Reality) and ‘human
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