This paper reports on a pilot study conducted at the University of Newcastle, Australia, seeking to identify clearly the cultural dimension of teaching-learning difficulties encountered by Ph.D. candidates of Chinese cultural heritage during their research training. The cultural values implied by two educational systems in China and Australia were compared and analyzed in order to identify the communication barriers that may exist between students and supervisors, and which may negatively affect research performance.
|Keywords:||Teaching-Learning, Culture, Research Training|
Associate Professor, School of Education, Faculty of Education and Arts, The University of Newcastle, Newcastle, NSW, Australia
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