Re-engineering the course design and delivery of Australian tertiary education programmes: perspectives from Chinese students

Abstract

This article reports on interview-based research on Chinese students' perceptions of aspects of university study and their reasons for undertaking Australian programmes. In this cross-cultural setting, perceptions of ‘good’ and ‘bad’ subjects were elicited, and the need to standardise or adapt programmes to meet Chinese students' needs is considered. The study indicates that a culturally inclusive learning environment needs to be established by teachers. Teachers should modify their delivery approach to make it more compatible with Chinese learners' learning and thinking styles. Students studying in both Australia and China were interviewed.