Chinese Students and Personal Tutorials in a British Overseas Campus: The Strategic Choices of Emerging Adults

Autor/inn/en	Comerio, Giovanna; Walker, James
Titel	Chinese Students and Personal Tutorials in a British Overseas Campus: The Strategic Choices of Emerging Adults
Quelle	In: Asia Pacific Education Review, 22 (2021) 2, S.181-192 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Comerio, Giovanna) ORCID (Walker, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-020-09660-y
Schlagwörter	Foreign Countries; College Students; Foreign Students; Study Abroad; Private Education; Tutorial Programs; Tutoring; Help Seeking; Multicampus Colleges; Teacher Student Relationship; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Studies abroad; Auslandsstudium; Privatunterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderkonzept; Nachhilfeunterricht; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Personal tutorials are an essential feature of student support in British universities, and therefore they are duplicated on British overseas campuses. It appears that Chinese students are reluctant to seek help when they experience personal difficulties that affect their engagement with learning and their academic performance. Limited literature explores this phenomenon with relevant studies only focusing on Chinese students' experiences abroad. Furthermore, these studies mainly refer to cultural factors related to traditional Confucianism to explain why these students do not engage with support structures. Drawing on the theory of Emerging Adulthood, this paper analyses the experiences of students on a Chinese branch campus of a British university. A mixed methods research approach was considered the most appropriate means of engaging with the participants; a quantitative study was used in an exploratory fashion to provide unbiased insight into student opinion and experience, and a qualitative content analysis was used to analyse participants' comments in the open field questions. The findings reveal an alternative portrayal of the "Chinese Personal Tutee", distant from the traditional Confucian model still predominantly used as an analytical tool in research on Chinese youth. Chinese students on an international campus strategically select their sources of help and prefer to build symmetrical relationships with personal tutors based on personal goals rather than asymmetrical relationships based on 'care' provided by adults. Consequently, 'transnational' personal tutorial systems pursuing Chinese students' successful engagement ought to be conceptualized by considering their emerging adulthoods and by respecting their sense of agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01