Interim report: Chinese students’ experience Teaching and Learning Project 2011 Dr. Jiamei Xiao University of Huddersfield July, 2011

Research Team Lead researcher- Dr. Jiamei Xiao Partner researcher- Prof. Mark Halstead Student researcher- Lan Lin, MA student -----School of Education and Professional Development

Aims and Objects Common issues and difficulties most Chinese students are facing Different learning needs and issues between Undergraduate and Masters level students Characteristics of Chinese students’ learning & any observable sub-groups (in terms of approaches, attitudes to learning and levels of achievement

Data Collection: 10 interviews in April - June, Groups and 4 individuals in Chinese over 12 hours’ recording stressing the nature of ‘listening to the voices’ of Chinese students culture-sensitive equal relationship with interviewees

Sampling Levels of studyNumber of Chinese students, Dec, 2010 Number of interviewees, April-Jun, 2011 PhD candidate304 Masters7710 Undergraduate2258 Foundation274 Language330 Other50 Sub Total39726

Data analysis- 21 participants in 9 interviews Participants: ◦ 4 Foundation/8 Undergraduate/9 Masters Undergraduate experiences Masters & Undergraduate experiences: ◦ 4 M level (less than 1 year on our course - a case study ◦ 1 Msc + 1 MA (less than 1 year ◦ 3 (over 3 years -- Undergraduate & M level ◦ 8 Undergraduate ◦ 4 Foundation

Data analysis- 21 participants in 9 interviews Varied periods of time: ◦ 3- 6 months (n=4) ◦ 6-12 months (n=6) ◦ 1-2 years (n=4); ◦ 2-3 years (n=3); ◦ 3-6 years (n=4).

Initial Analysis- Common issues and difficulties Few and less satisfactory levels of interaction, communication and cooperation with ‘English people’

Initial Analysis- Common issues and difficulties ‘quietness’

Initial Analysis- Common issues and difficulties Little external support awareness of and access to

Initial Analysis- Common issues and difficulties Constant challenges Course work

Masters – case study Despair and helplessness Intensified reflection of the four aspects of Chinese students’ experience

Undergraduate students diverse group dominant ethos -- indifferent to each other except among the close circle of friends, apathetic a sense of isolation and lethargy a desire for more organised student activities and external assistance in promoting communication and interactions

Chinese students’ learning language issue

Chinese students’ learning psychology initial inhibition -not ‘good enough’ or ‘better than others’ a complex social, cultural and educational phenomenon which goes beyond the issue of ‘saving face’

Chinese students’ learning continuity of their earlier experience in China survival strategy reticence or implicit acceptance or helplessness

Chinese students’ learning Get used to ◦ active engagement (if this is the case from the beginning) ◦ merely surviving and keeping themselves aloof and away from the crowd ◦ taking a clear stance of enjoying the ‘temporary stage of life’ and need ‘no more than a pass’

Chinese students’ learning Value added---‘learning to live independently and obtaining maturity’ Other expectations? ◦ people, culture and experience ◦ academic outcomes ◦ English proficiency

Chinese students’ learning self study and self-management an individualistic approach to learning unpredictable outcomes (Need for further study into Chinese students’ academic results)

Conclusion a low level of activity in the university life little involvement in external events inadequate engagement in classroom interactions with teachers and home students

Next Steps ‘self-hypnotising’ ‘getting rid of drug addiction’ --- They are struggling --- calls for early-stage interventions and tailored supporting system

Other opportunities for insights I initiated two group interviews with Chinese students and scholars in 2009 Another project on a collaborative course in China was carried out in March, 2011

International students’ expectations qualification better English new experience & new understanding (of culture, people, life & in learning)

Suggestions- a welcoming university Admission arrangement & induction programme paying particular attention to practical needs – Chinese students induction programme? Student Union allocating regular international and multi-cultural programme/venue – an international kitchen? Arrangements, events & initiatives for international students – ‘personal touch’, at school & uni level, at the beginning of a term

Suggestions- a supporting university Voluntary supporting system- mentor/ English club/ language centre/international kitchen – need initial arrangement, organisation and support A Chinese officer as a key contact and first-stop support Information of regulation, rules and procedures – available & disseminated through Chinese officer

Suggestions- internationalisation A synergy model – an aggregate of discrete consciousness and actions Who would take the lead?