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ERIC Number: ED499780
Record Type: Non-Journal
Publication Date: 2008-Jan
Pages: 78
Abstractor: Author
Reference Count: 42
Student Support in China: Addressing the Perceived Needs of Undergraduate English Department Students
Schippers, Margriet
Online Submission
As yet little research into the perspectives of Chinese students studying in mainland China's Higher Education Institutions has been undertaken. This paper explores the issue of students' support needs and presents the findings of a study carried out in 2005-2007 at a public university in North East China. The Action Research method used observation, interviews and a short questionnaire (n: 45) to ascertain the perceived needs of undergraduate English Department students in order to provide a practical plan to better support them through college and help equip them for a future career into the ever-changing knowledge-based global marketplace China is fast turning into. The findings from this study paint an overall picture of conditions that prevent students from developing into all-round autonomous people during their time at college. Data shows that: (1) 50% of students do not think that university fosters emotional and social development; (2) 58% of students rate university courses as "not useful;" and (3) The class monitor system adversely affects students' academic development. The study shows that students lack important transferable skills such as teamwork, note taking and IT skills. Furthermore, students recognize that (1) Freshers need both study and time management skills as well as guidance on how to adapt to college life; and (2) Second year students need to develop confidence and learn goal setting and career planning. This paper concludes by suggesting the implementation of a Student Support course that uses multiple teaching methods and teaches study skills as well as transferable skills to classes of about 20 students from different departments. The course aims to benefit students' personal, academic and career development and is designed as a Professional Development tool for teachers and students alike. Appended are: (1) Questionnaire; (2) Table of UK-based Studies This Paper Draws upon; (3) Table of China-based Studies this Paper Draws upon; (4) Quality in Education: Emotional Literacy; (5) Deming's Quality Education and Chinese University Conditions; and (6) Additional Results from the Questionnaire. (Contains 15 figures and 2 tables.)
Publication Type: Dissertations/Theses - Masters Theses; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United Kingdom