Teaching at Wuhan University / HOPE School of Nursing

1. Teaching at Wuhan University / HOPE School of Nursing

2. 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.

3. 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.

4. Background Information • To better relate to your Chinese students it is important to begin by gaining an understanding of China’s history and its culture.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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

12. 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 women’s 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.

13. 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.

14. 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.

15. Modern China (1644 – present) • By 1911, a significant shift in ideology was fomenting and would become modern China’s 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 People’s Republic of China.

16. PEOPLE’S REPUBLIC OF CHINA

17. 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.

18. CHINA • Due to China’s massive population, a governmental policy of one child per family has been imposed.

19. 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.

20. CHINA • The average estimated life expectancy is 71.96 years: • Women: 73.7 years • Men: 70.4 years

21. CHINA • Major Languages: • Mandarin: official language • Cantonese • Local Dialects

22. 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.

23. 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.

24. CHINA CULTURAL BELIEFS AND VALUES

25. 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.

26. 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.

27. 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.

28. 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.

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

30. CHINA • Chinese are highly motivated and energetic and spend long hours at work, but sleep from 12 noon to 2 (winter) or 2:30 (summer) pm.

31. 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.

32. 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.

33. 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.

34. 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.

35. 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.

36. 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.

37. 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

38. 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

39. American Focus in individual Develop individual’s full potential Transmitter of cultural heritage Chinese Focus on loyal citizenry Develop literate citizenry Transmitter of past cultural heritage Helps select future leaders American vs Chinese EducationMain Purpose

40. 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 American vs Chinese EducationInstruction Mode

41. 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 American vs Chinese EducationCurricular Orientation

42. 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:

43. 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.

44. 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.

45. 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.

46. 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.

47. 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.

48. 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.

49. For further information on the topics covered in this guide, please consult these references: • Adamus, Rebecca. “IRCC Leads the Way in Innovative Teaching Methods.” Community College Week. November 21, 2005. • Author unknown. “Affective Versus Neutral Cultures.” Via-Web.De. Last accessed March 26, 2006, available online at: http://www.via-web.de/278.html. • 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, 1999. • Handy, Charles. “The Handy Guide to Gurus of Management: Fons Trompenaars and Charles Hampden Turner.” BBC. • Huijser, Mijnd. “Cross-Cultural Management Education in China.” CMC/Global Associates/AER. 2002. Last accessed March 26, 2006, available online at: http://www.cmc-net.org/marx-markets.doc. • Kennedy, Peter. “Learning Cultures and Learning Styles: Myth-understandings About Adult (Hong Kong) Chinese Learners.” International Journal of Lifelong Education. Vol. 21, No. 5 (Sept-Oct) 2002. • Luthans, Fred. “Doing Business in Central and Easter Europe: political, economic, and cultural diversity.” Business Horizons. Sept-Oct 1995 • Ouellette, Dr. Robert. “Learning Styles in Adult Education.” http://polariz.umuc.edu/~rouellet/learnstyle/learnstyle.htm. Printed February 27, 2006. • Pierik, Rebecca Pollard. “Learning in China – Free Market Style.” HGSE News. Last accessed March 25, 2006, available online at: http://www.gse.harvard.edu/news/features/china10012003.html • Ross, Douglas. “Culture as a context for multinational business: a framework for assessing the strategy-culture ‘fit’.” Multinational Business Review. Spring 1999. • Trompenaars, Fons and Hampden-Turner, Charles. Riding the Waves of Culture: Understanding Cultural Diversity in Global Business. McGraw Hill: New York. 1998. • Williamson, Dermot. “Managing the key cultural dimensions of control and risk.” European Business Forum. Last accessed March 26, 2006, available online at: http://www.ebfonline.com/main_feat/in_depth/in_depth.asp?id=554. • Zhenhui, Rao. “Matching Teaching Styles with Learning Styles in East Asian Contexts.” The Internet TESL Journal. Vol. VII, No. 7, July 2001. Last accessed March 25, 2006, available online at: http://iteslj.org/Techniques/Zhenui-TeachingStyles.html