Cultural values of Chinese tertiary students and the implications for first-year engagement

Authors

  • Simon Smith Centre for Learning and Professional Development, The University of Adelaide
  • Sally Rao Business School, The University of Adelaide

Abstract

This study identifies the cultural values of Chinese tertiary education students and applies these findings in a discussion of the implications for first-year student engagement for this subgroup. Survey results revealed strong collectiveness and conservation needs and a marked rejection of self-enhancement. The results were compared with previous data over a 19 year period and it was found that the values held by Chinese tertiary students had not changed despite rapid socio-economical change within China during the same time frame. As such, values provide a strong platform from which to develop first-year engagement strategies for this group.

Broadly speaking, engagement activities directed towards Chinese students that facilitate in-group relations and that recognise and reward the combined efforts of group members are likely to be more effective than those that focus upon the individual. Engagement activities that provide consistency, clear expectations and role clarity are more likely to encourage participation rather than those that emphasise change or surprise. Engagement activities that promote self-enhancement potentials are likely to be met with resistance, whereas those that promote transformation beyond self interests are likely to invoke motivation. 

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Published

2011-02-26

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