Abstract

Recruitment of Chinese students onto U.K. masters programmes has increased over recent years, and predictions are that the trend will continue in the future. However, many Chinese students, especially during the first term of their one-year course, encounter very different lecturer expectations from that with which they were familiar in China, particularly with respect to critical thinking and evaluation (Jin & Cortazzi 1997, Block & Chi 1995, Tannen 1998) This research explores, through in-depth interviews supported by scenario-type questionnaires, how Chinese students view their personal learning journey in adapting to western-orientated critical thinking and argumentation. Lecturers were also interviewed to compare their perspectives of the critical learning journeys of Chinese students during their masters study abroad. One of the aims of the research is to heighten awareness – both of lecturers and students – of the cross-cultural differences in teaching and learning expectations in higher education. An equally important aim is to identify the teaching and learning strategies which are viewed by the students and their lecturers as most helpful in lessening any stress and misunderstanding in the early months of a masters course in the U.K.