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Figure 3.1 Distribution of students by their countries of birthFigure 3.2 Distribution of students by their first language13
3.2 Literature reviewCross-cultural education research literature covers a variety of aspects. Here wemainly conduct our review from the following aspects: textbook and knowledgeauthority, learning methods and attitudes, and language issues, as well as therelationships between teachers and students in a cross-cultural environment, whichare related to our student survey results.Regarding students’ attitudes to authority, the literature indicates that students fromConfucian-heritage cultures are modest and compliant. They are highly dependenton textbooks and lecture notes. Slay (1999) and Hong (1991) comment that "therespect for the elderly and books is the central idea of Chinese education". It isfurther stated that this "also means respect for authority, classics and experience".Asian students are more influenced by their childhood education: that is, you justneed to do what a teacher asks you to do and you do not need to have your ownideas. This results in many Asian students being more introverted (Huang andTrauth, 2007). Chiu (2009) argues that students who come from Confucian heritagecountries have no wish to express critical thinking, which is opposite to what isrequired of students in western countries.In relation to students’ learning methods, attitudes and styles, and perceptions oflearning, Phillips, Lo and Yu (2002) point out that there are three kinds ofapproaches in terms of learning: Surface approach, Deep approach and Achievingapproach. They find that Chinese and Asian students often use different approachesin different situations. Demanding examinations may lead them to use a surfaceapproach. The traditional Confucian heritage promotes them to use a deepapproach. Achievement motivation promotes them to use an achieving approach.Other investigators hold the view that students in east and southeast Asiancountries typically rely on rote learning and memorisation (Baumgart and Halse,1999). This kind of learning style only results in low-level cognitive outcomes. Incontrast, western countries pay more attention to deep learning approaches oversurface ones (Biggs, 1996). It is widely accepted that western learners are moreindependent, favouring deep and cultural learning and encouraged to useconstructivist approaches, whereas Asian learners are more docile, compliant andgood at rote memorisation associated with surface approaches to learning(Baumgart and Halse, 1999). However, researchers have found that Asian researchstudents demonstrate high performance during their study in western universities,which shows that they apply both the deep approach and achieving approach intheir learning.Regarding relationships between teachers and students in a cross-culturalenvironment, Littlewood (2001) presents his research results that “Asian studentsare more ready than European students to accept the traditionally dominant role ofthe teacher. It may be that this tradition is still felt or imposed more strongly in Asiathan in Europe”. Classrooms in China and some other Asian countries are differentfrom those in western countries. Chinese teachers give lectures with little interactionand students do not like teachers to ask questions in class.Looking at students’ attitudes to working in groups, Hofstede (2001) and Littlewood(2001) found that people who come from Australia, Europe and North Americaperform most strongly with an individualist orientation, whereas people who comefrom Latin America and Asia perform most strongly with a collectivist orientation.The individualists value self-fulfillment and freedom of choice and claim their rightsover the interests of the in-groups to which they belong (Li et al. 2008). On the otherhand, the collectivists’ identity, attitudes and actions are determined by their groups.They value the interests of the in-groups to which they belong to over their ownindividual interests. Fussell and Zhang (2007) believe that compared withindividualists in western countries, eastern countries highly value communal well-14
Page 1 and 2: Strategies and Approaches toTeachin
Page 3 and 4: Table of Contents0 EXECUTIVE SUMMAR
Page 5: 0 Executive SummaryAustralian terti
Page 8 and 9: 1 Project OutcomesThe outcomes of t
Page 10 and 11: The identification information sect
Page 12: questions aim to discover their ass
Page 17 and 18: 4 Survey Data AnalysisThis section
Page 19 and 20: Total Count 380 632 1012Percentage
Page 21 and 22: 2 Count 12 30 42Percentage 3.1% 4.7
Page 23 and 24: Table 13 shows that nearly all loca
Page 25 and 26: methods are good, while less than h
Page 27 and 28: Preferredfewerlectures andmore labs
Page 29 and 30: Table 26 (Question III.4.D) Preferr
Page 31 and 32: Maindifferencesbetweenteachingmetho
Page 33 and 34: Table 33 shows that about half of l
Page 35 and 36: Table 38 (Question IV.4) Sufficient
Page 37 and 38: understanding lectures?Table 42 (Qu
Page 39 and 40: confident Count 301 179 480Percenta
Page 41 and 42: Table 49 (Question VI.4) Caring abo
Page 43 and 44: Table 52 shows that more local stud
Page 45 and 46: Table 56 shows that both local and
Page 47 and 48: a chi-square test to determine whet
Page 49 and 50: Significance Level (α= 0.05)Hypoth
Page 51 and 52: presentations are unrelated (Indepe
Page 53 and 54: Hypotheses V.2H0: Student category
Page 55 and 56: encountered at university in 2/3/4
Page 57 and 58: III.7What are you most concerned ab
Page 59 and 60: II.6.EII.6.FII.6.GTextbooks you pre
Page 61 and 62: VII. OtherVII.1.1VII.1.2What are th
Page 63 and 64:
III.6 Do you like lecturers to ask
Page 65 and 66:
distribution of these comments acro
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Figure 4.5 University of Sydney und
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Australia is the environment (11.06
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example, one student said that home
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5 Interview Data AnalysisThis secti
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class?Eight students thought studen
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(1) Did you have any difficulty sel
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5.2 Staff interview data analysisA
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(2) Do you think that the methods y
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is the biggest problem”. One lect
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comments was, “No, I send them to
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lecturer, and one of them like the
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am a shy person I am not comfortabl
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When they have difficulties in read
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(7) Have you been involved in many
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Only two of the graduates had diffi
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Furthermore, I was not familiar wit
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ased communication style such as e-
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CrosstabDifficultieswhenreadingtext
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CrosstabPreferred workingin groups
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CrosstabMain differencesbetween tea
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CrosstabWhat are the maindifficulti
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CrosstabDo you have anyEnglish lang
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Page 113 and 114:
CrosstabAre you confidentabout your
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Page 117 and 118:
CrosstabWhat are the mainstudy diff
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Pearson Chi-SquareLikelihood RatioN
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ead lecture notes.2. Regarding the
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II.9 0.022 0.097 0.174 0.02 0.135II
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From Table 65, we can see that ther
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countries peoples. Personally, I fi
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perceived by them as something insi
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7. Arrange peer groups for those st
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covered (or not covered well) in th
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13. Ask assistance from internation
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11) • Weekly groupcase studies an
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8 Guideline for International Stude
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life. However, it is very important
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There are ways of maintaining focus
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Expect to be nervous initially and
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Avoid cheating and plagiarismAustra
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9 Disciplinary and interdisciplinar
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10 Results communication, publicati
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Visiting Professor Javier Montero f
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11 ReferencesAsmar C. (1999), Schol
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