Teaching at Wuhan University / HOPE School of Nursing

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Teaching at Wuhan University / HOPE School of
Nursing
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Introduction

• This presentation was prepared to provide
  background information on the cultural and
  educational nuances American faculty may
  encounter when teaching in China. Incoming
  faculty members of the Wuhan University, HOPE
  School of Nursing should be prepared to offer
  students the best learning environment in which
  they can maximize their potential. By
  familiarizing oneself with the learning styles
  prevalent in China and becoming educated in basic
  Chinese culture, faculty will be better prepared
  to teach/mentor their students.

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Wuhan, China

• Wuhan is a city of more than 8 million people, in
  central China on the Yangtze River, about 600
  miles west of Shanghai.

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Background Information

• To better relate to your Chinese students it is
  important to begin by gaining an understanding of
  Chinas history and its culture.

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Ancient Chinese Civilization (2200 221 BC)

• The Xia Dynasty (2200 1750 BC)
• Considered to be the beginning of known dynastic
  history in China. The writing system developed by
  the Xia heralded the system of the succeeding
  Shang Dynasty.

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Ancient Chinese Civilization (2200 221 BC)

• The Shang Dynasty (1750 - 1040 BC)
• Was characterized by its system of writing on
  oracle bones, advanced bronze-working, ancestor
  worship, highly organized armies, and political
  or religious human sacrifices.

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Ancient Chinese Civilization (2200 221 BC)

• The Chou (Zhou) Dynasty (1040 221 BC)
• Seen as a time of great advancement and the
  beginning of the consolidation of the Chinese
  Empire. During the Zhou Dynasty, the term the
  Middle Kingdom vs. the outer lying barbarians
  arose as the Chinese way to refer to China.
  Taoism, Confucianism and Legalism, a middle class
  and scholars as a popular social group, developed
  during this period. The Zhou maintained control
  over the multiple principalities for a number of
  centuries, but began to decline between 771 and
  221 BC.

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Consolidation of the Chinese Empire (221 BC
1644 AD)

• The next two thousand years of Chinese history
  was characterized by a consolidation and
  unification of the Chinese Empire into the China
  we know today. The Qin Dynasty began this period
  by installing the first Emperor and starting the
  Great Wall of China.

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Consolidation of the Chinese Empire (221 BC
1644 AD)

• The Han Dynasty (20 BC 221 AD)
• Boasts the development of the administrative
  imperial bureaucracy that was used systematically
  by all succeeding dynasties. This administrative
  model was based on Confucianism principles that
  gave bureaucrats an ideological reference point
  for proper behavior. This period also gave rise
  to the first systematic recording of Chinese
  history, achievements in art, sculpture,
  astronomy, and inventions such as compasses,
  sundials and the wheelbarrow. Nevertheless,
  barbarian raiders from the north and population
  growth from the south led to its downfall.

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Consolidation of the Chinese Empire (221 BC
1644 AD)

• In the succeeding Three Kingdoms dynasty,
  Buddhism spread as a new religion that competed
  with Confucianism and incorporated aspects of
  Taoism.

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Consolidation of the Chinese Empire (221 BC
1644 AD)

• The Tang Dynasty (618AD 907AD)
• China extended its borders, the political system
  maintained that the Emperor was the supreme
  ruler, and government officials were elected to
  their posts on merit and education. Under the
  Tangs, China enjoyed commercial and cosmopolitan
  cities, strong Buddhist influence in art, and
  inventions of printing and papermaking,
  shipbuilding, and firearms.
• Unfortunately, because of an internal rebellion
  and peasant uprising due to unfair taxation, the
  Tang declined

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Consolidation of the Chinese Empire (221 BC
1644 AD)

• The Sung period (960 1279)
• Landscape painting was popular, porcelain was the
  trading item of choice, improvements were made in
  agricultural technology urbanites romanticized
  nature, and Confucianism gained greater force as
  the state doctrine in various forms.
• Under the Sung, the status of women declined
  because of the concentration of people in the
  cities where womens work became less crucial to
  familial survival. This era is characterized by
  the practices of concubinage and of binding
  girls' feet to make them smaller. These
  practices were finally banned in 20th century.

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Consolidation of the Chinese Empire (221 BC
1644 AD)

• The Mongol (Yuan) Era (1279 1368)
• China was ruled by the invading Mongols who had
  conquered everything from Austria to Manchuria
  and was also dominated by Neo Confucianism. By
  the mid 1300s, the Ming period had begun and was
  also characterized by Neo Confucianism,
  achievements in architecture such as the building
  of the Great Wall as it stands today and the
  Forbidden City, and increasing isolationism.

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Modern China (1644 present)

• From the mid 1600s to about 1911, the Chinese
  Empire was ruled by the Manchus who founded the
  Qing dynasty. Under the Qing, literature, art,
  philosophy, and culture blossomed. Politically,
  China tried to retain its isolationist
  tendencies however, the development and
  industrialization in Europe challenged that at
  every turn over these three centuries.
• The latter end of the dynasty was plagued with
  various rebellions (Taiping and Boxer),
  encroaching western powers with the thirst for
  economic dominance, the Opium Wars with Britain
  and unequal treaties from losing these and other
  conflicts.

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Modern China (1644 present)

• By 1911, a significant shift in ideology was
  fomenting and would become modern Chinas
  political and cultural legacy to her people.
  During World War I and World War II, China was
  for the most part in disorder and ripe for the
  rise of Communism as the political doctrine of
  the state.
• Between 1912 and 1949, a republican system of
  government was established and ruled mostly by
  Sat Yat-Sen and Chiang Kai-shek, but was
  unsuccessful because of the disillusionment of
  the populace with the Nationalists deficient
  strategy for fighting the Japanese in World War
  II.
• By 1949, the Nationalists had fled to Taiwan and
  Mao Zedong declared the creation of the Peoples
  Republic of China.

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PEOPLES REPUBLIC OF CHINA
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CHINA

• Population and Life Expectancy
• 1.3 Billion.
• There are no zoning
• regulations
• People live in both highly populated and
  congested urban areas, as well as less populated
  rural areas.

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CHINA

• Due to Chinas massive population, a governmental
  policy of one child per family has been imposed.

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CHINA

• Exceptions to the one child per family policy
  exists for families of the 56 minority groups,
  farmers and families whose first born is
  disabled.

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CHINA

• The average estimated life expectancy is 71.96
  years
• Women 73.7 years
• Men 70.4 years

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CHINA

• Major Languages
• Mandarin official language
• Cantonese
• Local Dialects

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CHINA

• Ethnic Groups in the Country
• Han 92
• Chinese ethnic groups 8
• From an anthropological point of view, several
  hundred identifiable minority groups exist, of
  which only 56 have been officially recognized by
  the government.

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CHINA

• Major Religions
• Atheist (Official religion) 94-96
• Taoist, Buddhist, Islam 1-2
• Christianity 3-4
• In order for a religion or place of worship to
  exist within China, it requires governmental
  approval.

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CHINA

• CULTURAL BELIEFS
• AND VALUES

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CHINA

• Dominance Patterns
• Family is more important than the individual.
• Marked role differences are based on generation,
  age, birth order, gender and social status.
• When making decisions, the young defer to the
  old, and both parents make decisions about
  children.
• Older adults are not segregated from others and
  have a high status in the family and society.

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CHINA

• Older Chinese parents take pride in being
  supported and cared for by their children.
• Devotion to parents includes caring for them
  physically, psychologically and socially.

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CHINA

• Communication Patterns
• Direct eye contact is common, but staring is
  inappropriate.
• Nodding or smiling by many Chinese may simply
  reflect their cultural value for interpersonal
  harmony, not agreement with or an understanding
  of what you have said.
• Introductions involve a nod or a slight bow.

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CHINA

• Dietary Practices
• The Chinese food that Americans traditionally eat
  in the USA is NOT like Chinese food in mainland
  China.
• Americanized Chinese food is more Cantonese than
  Mandarin.
• A typical meal consists of rice with meat, fish
  and vegetables.
• The style of food varies
  depending upon the location
  within China.

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CHINA

• Work and Time Issues
• Chinese have a concept of time that is inexact
  and broad, and involves patience.

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CHINA

• Chinese are highly motivated and energetic and
  spend long hours at work, but sleep from 12 noon
  to 2 (winter) or 230 (summer) pm.

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Cultural Dimensions/Differences

• Fons Trompenaars and Charles Hampden-Turner have
  studied cultural differences around the world and
  determined that there are dimensions that can
  better explain the differences between cultures.
• There are fours dimensions that are of particular
  interest when looking at Chinese learning.

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Trompenaars Dimensions

• Communitarianism (China) vs Individualism
  (USA)
• The idea of a communitarian society is to leave
  a legacy to their community, and for members to
  have a larger purpose than individual selves.
• Cultures that are communitarian tend to have
  high levels of productivity and people are likely
  to bind together for common goals that are better
  for overall society.
• Chinese students expect professors to achieve
  harmony on which long-term relationships are
  built on. What a professor says to the student
  is less important than how it is said
  (context-based). Relationships are very highly
  valued.

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Trompenaars Dimensions

• Ascription (China) vs. Achievement (USA)
• The educational structure in China has its
  roots in cultural and historical emphasis on
  examinations as a precursor for any promotion or
  advancement.
• Chinese students traditionally concentrate on
  memorizing material without asking questions or
  discussing the content.
• There is utmost respect for age and hierarchy,
  which is based on the Confucian concept of li.
  Everyone in society has a specific position in
  society. Elders, hierarchy within society and
  the government are traditionally respected.
• The ideal educator can be seen as a benevolent
  autocrat. Chinese students expect to be told
  what to do, and it is not rare for a Chinese
  professor to lecture right out of the textbook.

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Trompenaars Dimensions

• Diffuse (China) vs. Specific (USA)
• Chinese people are detached except when
  outsiders enter their private lives, and then
  they are open.
• The dimension of specific vs. diffuse refers to
  the degree of intimacy people feel comfortable
  with when dealing with others.
• There is an important distinction between the
  public and private person in regards to the
  amount of space that is allowed. Those in a
  specific culture are outgoing and allow a lot of
  public space but guard their private space.

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Trompenaars Dimensions

• Affective (China) vs. Neutral (USA)
• Chinese students will be more likely to express
  their emotions naturally. Reactions are
  immediate through the use of mimic and body
  signals.
• Affective cultures usually do not avoid physical
  contact.
• Chinese may use more intuition compared to
  those in neutral cultures. Those that are
  classified as affective may have the tendency to
  overreact to certain issues.

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American vs Chinese Educational System

• In addition to understanding the dimensions of
  Chinese culture you need to be aware of Chinese
  learning styles in order to better convey content
  to your students.

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Chinese Learning Styles

• Chinese students display 5 characteristics which
  can be taken to summarize Chinese thinking and
  behavior
• Emphasis on perception of the concrete
• Non-development of abstract thought
• Emphasis on particulars not universals
• Practicality as a central focus
• Concern for reconciliation, harmony, balance

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American vs Chinese Education

• The differences between American and Chinese
  education can be found in three core areas of the
  educational system
• Main Purpose
• Instruction Mode
• Curricular Orientation

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American vs Chinese EducationMain Purpose

• American
• Focus in individual
• Develop individuals full potential
• Transmitter of cultural heritage

• Chinese
• Focus on loyal citizenry
• Develop literate citizenry
• Transmitter of past cultural heritage
• Helps select future leaders

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American vs Chinese EducationInstruction Mode

• American
• Learner centered
• Stresses understanding, application and ability
• Use of educational psychology
• Learner active

• Chinese
• Teacher centered
• Stresses recall of facts
• Use of rote learning
• Examinations as motivator
• Learner passive

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American vs Chinese EducationCurricular
Orientation

• American
• Present-future oriented
• Development of whole person
• Social interaction promoted

• Chinese
• Past-present oriented
• Strict exams to develop academic knowledge
• Concepts first then skills

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Teaching Recommendations

• In order to account for the differences between
  Eastern and Western teaching/learning styles you
  should take into consideration the following when
  preparing your course materials

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Teaching Recommendations

• Group Discussion
• Issues of status, saving face and shame may limit
  the openness of discussion thus faculty should be
  aware of the hidden messages behind what is
  disclosed by students and be sensitive to such
  constraints on Chinese behavior.

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Teaching Recommendations

• Ideas to encourage class participation
• Offer extra credit points to students who ask
  questions in class
• Have students form groups and ask questions as a
  group rather than an individual
• Encourage group discussions outside of the
  classroom. Assign questions for the students to
  discuss outside of class and have them report
  back as groups to the rest of the class.

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Teaching Recommendations

• Use of case studies, role-play games, etc
• Such approaches are heavily reliant on abstract
  thinking and could pose hazards for students not
  used to open discussions and opinion expressions.
  To be effective, such methods have to be
  introduced slowly with clear instructions and
  guidelines as well as adequate preparation time.

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Teaching Recommendations

• Student participation in classroom
• To facilitate participation, it is important to
  allow the students the opportunity to define
  their roles at the outset, provide unambiguous
  instructions as well as allow students more time
  to think about the topics under discussion. Long
  silences in the classroom may not simply be
  indications that students are refusing to
  participate, but that they may be thinking about
  the answers and require more probing and
  encouragement.

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Teaching Recommendations

• The applicability of Western concepts to China
• Care must be taken in producing supporting
  materials with Chinese examples instead of
  western ones. Also care should be taken when
  translating English into Chinese as the mere
  translation may not have the same cultural
  reference as it does in America.

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Conclusion

• Chinese students are very eager to learn and
  motivated to do well. Take this opportunity to
  teach/mentor them and give them the best arena in
  which to maximize their potential.

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For further information on the topics covered in
this guide, please consult these references

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• Author unknown. Affective Versus Neutral
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• Bing, John W. The Use of a Cultural Inventory in
  Global Leadership Training. ITAP International.
  Last accessed March 26, 2006, available online
  at http//www.itapintl.com/culturalinventory.htm.
  
• Chan, S. The Chinese Learner a question of
  style. Education and Training. Vol. 41, 6/7,
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• Handy, Charles. The Handy Guide to Gurus of
  Management Fons Trompenaars and Charles Hampden
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• Huijser, Mijnd. Cross-Cultural Management
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• Ross, Douglas. Culture as a context for
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• Trompenaars, Fons and Hampden-Turner, Charles.
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