A Comparison of Western Business Instruction in China with U.S. Instruction: A Case Study of Perceived Program Emphases and Satisfaction Levels

Autor/inn/en	Van Auken, Stuart; Wells, Ludmilla G.; Borgia, Daniel
Titel	A Comparison of Western Business Instruction in China with U.S. Instruction: A Case Study of Perceived Program Emphases and Satisfaction Levels
Quelle	In: Journal of Teaching in International Business, 20 (2009) 3, S.208-229 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
Schlagwörter	Partnerships in Education; Foreign Countries; Comparative Analysis; Case Studies; Business Administration Education; International Trade; English (Second Language); Language of Instruction; Student Attitudes; Second Language Learning; College Faculty; Foreign Nationals; Cultural Differences; Surveys; Statistical Analysis; Comparative Education; Confucianism; China; United States + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Ausland; Case study; Fallstudie; Case Study; Trade; International relations; Handel; Internationale Beziehungen; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Schülerverhalten; Zweitsprachenerwerb; Fakultät; Ausländer; Ausländerin; Kultureller Unterschied; Survey; Umfrage; Befragung; Statistische Analyse; Vergleichende Erziehungswissenschaft; Konfuzianismus; USA
Abstract	This research presents a case study of a joint business degree program between an Association to Advance Collegiate Schools of Business International (AACSB-I) accredited business school in the United States and a Chinese PhD granting partner university. The case investigates the impact of a U.S.-based curriculum, taught by U.S. instructors and which uses all English instruction on Chinese student perceptions of program emphases and satisfaction. It compares these perceptions with those of U.S. sister students. The comparison reveals program dissatisfaction among Chinese students when contrasted to U.S. students and for the most part a failure to attend to the program emphases of the West. Reasons for the departures are explored and strategies for improvement are developed. (Contains 1 figure, 6 tables, and 2 endnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10