Perceptions of Teaching Excellence and Satisfaction Amongst Chinese-Educated Students at a UK University

Abstract

Almost one-third of non-EU students studying in the UK are Chinese. This study aims to explore perceptions of teaching excellence and satisfaction amongst Chinese-educated students. The topic was explored through focus groups comprised of Chinese students currently based at the University of Surrey. Participants in the focus groups noted that key challenges faced by Chinese students were associated with studying in English, transitioning to a more interactive teaching style and becoming demotivated due to the lack of frequent academic checkpoints often found in Chinese education. Recommendations deriving from the study include implementing uniform use of lecture-capture technologies, providing additional explanation and clarification of taught content and providing extra support to students’ efforts to find internships and jobs in the UK.

Appendices

Appendix 1: Focus Group Questions

Questions are split into overarching three research questions: (1) what are the differences between education in the UK and China? (2) what are the characteristics of teaching excellence at the University of Surrey? and (3) how can student satisfaction be improved at the University of Surrey? The list below is not exhaustive of the questions covered during the focus groups. The intention was not to use every individual question, but to prompt discussion amongst the students using selected questions.

• 1. What are the differences between education in the UK and China?

  • How would you characterise teaching in China?

  • How would you characterise it in Surrey?

  • So what are the big differences?

  • What are the most difficult aspects of making the transition?

  • Do you prefer education in the UK or education in China?

  • Why?

• 2. What are the characteristics of teaching excellence at the University of Surrey?

  • What was your motivation for moving to the UK to study?

  • What do you think it means if a lecturer or lecture is excellent?

  • Will a certain topic or lecturer demotivate you from attending lectures?

  • Do you like teachers who ask the students to discuss a topic during a class?

  • How does your level of English influence how you view teaching?

  • Does this impact upon the ways in which they engage in class or with Western students?

  • Is there effective support and guidance for your independent/self-direct study?

  • Is it important for teachers to provide information about likely exam content?

  • How do you use feedback from assignments to improve your learning?

  • Do you get prompt and effective feedback on your work (including detailed comments)?

  • Do you understand how lecturers grade your work?

• 3. How can student satisfaction be improved at the University of Surrey?

  • What do you think individual lecturers can do to help Chinese students?

  • What do you think your Department could do to help Chinese students?

  • What do you think the University could do to help Chinese students?

  • How do you think lecture capture helps with your studies?

Appendix 2: Research Guide

Discipline: Arts and social sciences—all the student volunteers who participated in the study came from different departments within the Faculty of Arts and Social Sciences at the University of Surrey.

Research question(s): (1) What are the differences between higher education in the UK and China? (2) What are the characteristics of teaching excellence at a UK university? And (3) what can be done to improve student satisfaction at a UK university?

Rationale: The Chinese student voice in exploring teaching excellence and satisfaction has been largely neglected in literature. For this reason, it was decided to focus on Chinese-educated students’ perspective on teaching excellence and satisfaction.

Link between research question(s) and topic of excellence: The second research question specifically asked focus group participants to give opinions about their perspectives on teaching excellence.

Methods: Focus groups, interviews, observation.

Ethical considerations: The University of Surrey’s self-assessment for governance and ethics (SAGE) form was completed. Participants in the focus groups received an information sheet and gave informed consent. They were made aware that they could withdraw from the study at any time. In order to avoid possible feelings of coercion, the fourth author, a fellow student, conducted the focus group interviews.

Challenges: Difficulty in recruiting student volunteers to the focus groups.

Solutions: The University of Surrey’s Chinese Society and Hong Kong Society was contacted to recruit student volunteers.