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Evaluation of a Western training concept for futher education in China

Evaluation eines westlichen Trainingskonzepts für die Weiterbildung in China
[journal article]

Fischer, Bettina; Kopp, Brigitta

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Abstract Der Beitrag "Evaluation of a Western training concept for further education in China" von Bettina Fischer und Birgitta Kopp von der Ludwig-Maximilians-Universität München beschäftigt sich mit der Frage der Kulturabhängigkeit von Vermittlungsmethoden im Trainingsbereich. Anhand des Trainings eines deutschen Automobilherstellers für chinesische Mitarbeiter untersuchen die Autorinnen Unterschiede zwischen westlichen und chinesischen Lerngewohnheiten und entwicklen Ansätze zur Adaption von Trainings je nach kulturellem Lernerkontext.

This paper deals with the evaluation of a western training concept used by a German automobile organization for further education in China. As education in China is much more teacher-centered than in Western countries, the question for analysis is whether Chinese learners can adapt their learning style when faced with a learner-centered teaching style. We focused on three main aspects in which western training concepts differ from those used in China: collaborative learning, self-regulated learning and instructional support. Results showed that Chinese learners were able to adapt to a different teaching style, even though they were somewhat overtaxed by self-regulated and collaborative learning. Therefore, instructional support is very important for their learning success. Further on, there are first hints how to improve the training concept considering the cultural differences.
Keywords training; conception; China; advanced vocational education; evaluation; learning; intercultural factors; learning culture
Classification Cultural Sociology, Sociology of Art, Sociology of Literature; Vocational Training, Adult Education
Document language English
Publication Year 2007
Page/Pages p. 57-75
Journal interculture journal: Online-Zeitschrift für interkulturelle Studien, 6 (2007) 4
ISSN 2196-9485
Status Published Version; peer reviewed
Licence Creative Commons - Attribution