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"Why" and "how" matter: Student engagement in China’s context

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Abstract:

The expansion in higher education in China has increased student numbers and also concerns of overall quality. Student engagement in teaching and learning processes and the outcomes of their college lives become issues for scholars to discuss and explore. This paper uses as data randomly sampled questionnaires of over 20,000 undergraduate students collected by the NSSE-China research team in 2009 from 25 different HEIs (higher education institutions), supported by interviews with students and teachers in field visits at different campuses. The following two questions provide the focus for discussion. Firstly, what does “student engagement” really mean for Chinese undergraduate students in different types of institutions at different levels of study, particular in the context of the social transition and massification of higher education in China? Secondly, what underpins student engagement and stimulates students to be engaged in these (and not other) learning activities and what factors influence student choices of engagement? Special concern will be given to students who study in China’s top-tier universities and local, in-land, newly-merged 4 year colleges, where student incentives for passing the entrance exam for post graduate study seems an unavoidable factor influencing their engagement. The basic points of the paper are as follows: the concept of “student engagement” is culturally constructed. It is reflected in student’s behaviors, but also rooted in social understandings of “good” or “bad” students. Student motivation is a key component of student engagement, which is not always based on individual choices, but driven by social expectation and utilitarianism.

Author's Keywords:

Quality education
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493860_index.html
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MLA Citation:

Shi, Jinghuan. ""Why" and "how" matter: Student engagement in China’s context" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493860_index.html>

APA Citation:

Shi, J. ""Why" and "how" matter: Student engagement in China’s context" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493860_index.html

Publication Type: Panel Paper
Abstract: The expansion in higher education in China has increased student numbers and also concerns of overall quality. Student engagement in teaching and learning processes and the outcomes of their college lives become issues for scholars to discuss and explore. This paper uses as data randomly sampled questionnaires of over 20,000 undergraduate students collected by the NSSE-China research team in 2009 from 25 different HEIs (higher education institutions), supported by interviews with students and teachers in field visits at different campuses. The following two questions provide the focus for discussion. Firstly, what does “student engagement” really mean for Chinese undergraduate students in different types of institutions at different levels of study, particular in the context of the social transition and massification of higher education in China? Secondly, what underpins student engagement and stimulates students to be engaged in these (and not other) learning activities and what factors influence student choices of engagement? Special concern will be given to students who study in China’s top-tier universities and local, in-land, newly-merged 4 year colleges, where student incentives for passing the entrance exam for post graduate study seems an unavoidable factor influencing their engagement. The basic points of the paper are as follows: the concept of “student engagement” is culturally constructed. It is reflected in student’s behaviors, but also rooted in social understandings of “good” or “bad” students. Student motivation is a key component of student engagement, which is not always based on individual choices, but driven by social expectation and utilitarianism.


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"Why" and "how" matter: Student engagement in China's context


 
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