Mentors’ and Mentees’ Experiences in a Sino-Foreign Cooperative Education Programme: A Phenomenological Study in a Public University in China

Ying Tang, Lin Siew Eng

Abstract


This phenomenological study explores the experiences of mentors and mentees in a Sino-Foreign Cooperative Education (SFCE) programme at a public university in China. Since the implementation of the SFCE programme in 2015, no study has been conducted to investigate the experience of mentors and mentees. Using purposive sampling, data were collected through in-depth interviews and classroom observations with six mentors and six mentees, who were selected from a public university in China. The data were analysed using a thematic analysis approach, from which five major themes emerged. The findings highlight the benefits of the SFCE programme for participants, especially for mentees. However, mentors and mentees also faced challenges related to cultural differences and effective mentoring relationships in teaching assessment, teaching style, and management. The facilities and educational resources also require further improvement to ensure the effective implementation of the SFCE programme, and, notably, mentors do not share enough educational resources with mentees. The programme schedule was intensive for mentors and mentees and, thus, needs to be adjusted to improve the SFCE programme. The study concludes with recommendations for both the foreign and Chinese universities that participated in the SFCE programme, to set up a Programme Management Committee to improve communication, to encourage building up better mentoring relationships, and to create a supportive training environment.

https://doi.org/10.26803/ijlter.22.7.30


Keywords


experiences; mentor; mentee; phenomenological study; thematic analysis

Full Text:

PDF

References


An, F. B. (2016). Study on problems and countermeasures of curriculum setting of sino-canadian cooperation in WeiFang No. 1 Middle School [Master’s Thesis, Shandong Normal University]. https://d.wanfangdata.com.cn/thesis/ChJUaGVzaXNOZXdTMjAyMzAxMTISCUQwMTI2MzUwORoIemE2MnpwdHU%3D

Argente-Linares, E., Pérez-López, M. C., & Ordóñez-Solana, C. (2016). Practical experience of blended mentoring in higher education. Mentoring & Tutoring: Partnership in Learning, 24(5), 399–414. https://doi.org/10.1080/13611267.2016.1273449

Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184. https://doi.org/10.1037/0003-066x.44.9.1175

Banerjee-Batist, R., Reio Jr., T. G., & Rocco, T. S. (2019). Mentoring functions and outcomes: An integrative literature review of sociocultural factors and individual differences. Human Resource Development Review, 18(1), 114–162. https://doi.org/10.1177/1534484318810267

Bean, N. M., Lucas, L., & Hyers, L. L. (2014). Mentoring in higher education should be the norm to assure success: Lessons learned from the faculty mentoring program, West Chester University, 2008–2011. Mentoring & Tutoring: Partnership in Learning, 22(1), 56–73. https://doi.org/10.1080/13611267.2014.882606

Brandenburg, U., De Wit, H., Jones, E., & Leask, B. (2019). Internationalisation in higher education for society. University World News, 20. https://www.researchgate.net/profile/Elspeth-Jones/publication/340535564_Internationalisation_in_Higher_Education_for_Society/links/5e8f2a97a6fdcca789023e69/Internationalisation-in-Higher-Education-for-Society.pdf

Chang, Q., Ge, N., & Liu, W. (2020). Research on hardware and infrastructure construction of Sino-foreign cooperation in running schools. Young Society, (6), 268–269. https://qikan.cqvip.com/Qikan/Article/Detail?id=7101400297&from=Qikan_Search_Index

Clutterbuck, D. (2014). Everyone needs a mentor (5th ed.). Kogan Page. https://books.google.com.my/books?id=HZkkDwAAQBAJ

Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). SAGE. http://www.ceil-conicet.gov.ar/wp-content/uploads/2018/04/CRESWELLQualitative-Inquary-and-Research-Design-Creswell.pdf

Creswell, J. W. (2014). Research design: Qualitative, quantitative and mix methods approach. Sage. https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf

Daniel, A., Franco, S., Schroeder, N. L., & Cenkci, A. T. (2019). Cross-cultural academic mentoring dyads: a case study. Mentoring & Tutoring: Partnership in Learning, 27(2), 164–189. https://doi.org/10.1080/13611267.2019.1611286

Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements of a quality pre-service teacher mentor: A literature review. Teaching and Teacher Education, 92, 103072. https://doi.org/10.1016/j.tate.2020.103072

Feng, K. (2022). An analysis of Sino-foreign cooperation in Chinese higher education. Atlantis Press. https://doi.org/10.2991/978-2-494069-45-9_97

Gocotano, T. E., Jerodiaz, M. A. L., Banggay, J. C. P., Nasibog, H. B. R., & Go, M. B. (2021). Higher education students’ challenges on flexible online learning implementation in the rural areas: A philippine case. International Journal of Learning, Teaching and Educational Research, 20(7), 262–290. https://doi.org/10.26803/ijlter.20.7.15

Goodsett, M. (2021). Commitment, respect, and trust: The building blocks of a strong mentoring relationship. Michael Schwartz Library Publications, 176. https://engagedscholarship.csuohio.edu/cgi/viewcontent.cgi?article=1191&context=msl_facpub

Guo, S. H., Chen, P., & Yurava, N. (2022). Cultural conflicts and coping strategies in Sino-foreign cooperative education. Heilongjiang Education, 6, 19–21. http://www.cnki.com.cn/Article/CJFDTotal-HLLJ202206007.htm

Knight, J., & Liu, Q. (2016). Crossborder and transnational higher education. Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0176

Li, J., & Xue, E. (2022). Sino-foreign cooperation of running schools in China. In opening education to the outside world: rethinking international education in China during post COVID-19 (pp. 27–42). Springer. https://doi.org/10.1007/978-981-19-4880-0_3

Li, O. (2021). Research on the teaching mode of bilingual computer courses for Chinese-foreign cooperation in running schools programme. International Journal of Higher Education Teaching Theory, 2(1), 83–84. http://www.acadpubl.com/Papers/Vol%202,%20No%201%20(IJHETT%202021).pdf#page=91

Li, X., Geng, D., Fan, R., & Hou, Z. (2020). Engineering training course arrangement under the vision of teaching reform. Casting Technology, 41(7), 696–700. https://doi.org/https://doi.org/10.16410/j.issn1000-8365.2020.07.025

Li, X., & Liu, J. (2019). Research on Chinese-foreign cooperation in running schools in northwest China in the context of the belt and road initiative—from a stakeholders’ perspectives. Journal of Research on Education for Ethnic Minorities, 155(6), 79–84. https://qikan.cqvip.com/Qikan/Article/Detail?id=7100941885&from=Qikan_Search_Index

Li, Z. (2021). A brief analysis of the ways to improve the quality of foreign teachers’ specialized courses for junior college students in Sino-foreign cooperation. International Journal of Higher Education Teaching Theory, 2(4), 111–112. http://www.acadpubl.com/Papers/Vol%202,%20No%204%20(IJHETT%202021).pdf#page=119

Lin, F. (2019). Research on the construction of Sino-foreign cooperative school teachers. Journal of Higher Education, 9, 159–161. http://www.cnki.com.cn/Article/CJFDTotal-GJXK201909055.htm

Lin, J. (2022, March 31). Promoting high-quality development of Sino-foreign cooperative education. China Education Daily. https://baijiahao.baidu.com/s?id=1728800876685562740&wfr=spider&for=pc

Liu, X. (2020). Research on improving the teaching quality of Sino-foreign cooperative education in colleges and universities. Journal of Higher Education, (28), 15–18. https://d.wanfangdata.com.cn/periodical/ChlQZXJpb2RpY2FsQ0hJTmV3UzIwMjMwNDE5Eg1nanhrMjAyMDI4MDA0GghobXJkaHc0bQ%3D%3D

Liu, Y. L. (2018). Policy research on Chinese-foreign cooperation in running schools. Guangdong Chemical Industry, 45(22), 124–125. https://doi.org/10.3969/j.issn.1007-1865.2018.22.061

Ma, J. M., Cai, L. L., & Yang, J. P. (2019). The application of the modern apprenticeship system in the higher education of China. Education Teaching Forum, (1), 160–162. http://61.181.120.82:8081/kcms/detail/detail.aspx?filename=JYJU201901074&dbcode=CJFD&dbname=CJFD2019

Marciniak, J., Wójtowicz, A., Kolodziejczak, B., Szczepanski, M., & Stachowiak, A. (2022). Impact of course scheduling on student performance in remote learning. Association for Computing Machinery. https://doi.org/10.1145/3502718.3524788

Martínez Huamán, E. L., Aguirre Landa, J. P., Lizama Mendoza, V. E., & García Rivas Plata, C. E., Martínez-Huamán, E. L., Landa, J. P. A., Mendoza, V. E. L., & Plata, C. E. G. R. (2022). Formative assessment: Component of teaching-learning process in the university context in post-COVID-19. International Journal of Learning, Teaching and Educational Research, 21(11), 300–314. https://doi.org/10.26803/ijlter.21.11.17

Ministry of Education of the People’s Republic of China (MOE). (2020, December 22). Ministry of Education: 2, 332 Chinese-foreign cooperative institutions and projects 1,230 undergraduate and above. http://www.moe.gov.cn/fbh/live/2020/52834/mtbd/202012/t20201222_506955.html

Mullins, L. J. (2005). Management and organisational behaviour (7th ed.). FT Prentice Hall. http://www.mim.ac.mw/books/Management%20&%20Organizational%20Behaviour,%207th%20edition.pdf

Nyangau, J. Z. (2018). Motivations of faculty engagement in internationalization: An agenda for future research. FIRE: Forum for International Research in Education, 4(3), 7–32. https://doi.org/10.32865/fire2018431

Pan, X. (2017). Research on efficiency evaluation of Sino-foreign cooperative education-taking Wuhan Institute of Technology as an example [Master’s Thesis, Wuhan Institute of Technology]. https://cdmd.cnki.com.cn/Article/CDMD-10490-1018042001.htm

Pan, X. Q., Li, Y. X., & Hou, C. J. (2020). The problems and changes of university course assessment are discussed. Journal of Jiangxi University of Technology, 41(6), 83–86. https://doi.org/10.13265/j.cnki.jxlgdxxb.2020.06.013

Parker, L., Xu, S., & Chi, C. (2022). Chinese preservice teachers’ perspectives of mentoring relationships in an international learning partnership. Journal of Teacher Education, 73(5), 525–537. https://doi.org/10.1177/00224871221108655

Rajagopalan, I. (2019). Concept of teaching. Shanlax International Journal of Education, 7(2), 5–8. https://doi.org/10.34293/education.v7i2.329

Sakibu, A., & Kamugisha, N. A. (2022). Shortage of school physical facilities as a threat to provision of quality education in Tanzania: A case morogoro municipal community secondary schools. East African Journal of Interdisciplinary Studies, 5(1), 231–141. https://doi.org/10.37284/eajis.5.1.918

Shi, M., Chen, X., & Zhou, H. (2023). Exploration of international curriculum in the context of vocational education. SHS Web of Conferences, 171, 03020. https://doi.org/10.1051/shsconf/202317103020

Sohn, B. K., Thomas, S. P., Greenberg, K. H., & Pollio, H. R. (2017). Hearing the voices of students and teachers: A phenomenological approach to educational research. Qualitative Research in Education, 6(2), 121. https://doi.org/10.17583/qre.2017.2374

Song, L., & Wang, D. (2020). Research on the reform method of Sino-foreign cooperative education courses from the perspective of positive psychology. Atlantis Press. https://doi.org/10.2991/assehr.k.200316.149

Sun, L. (2018). An analysis of the sustainability of Sino-foreign cooperative education projects in higher vocational colleges. Theory and Practice of Education, (9), 19–21. https://d.wanfangdata.com.cn/periodical/ChlQZXJpb2RpY2FsQ0hJTmV3UzIwMjMwNDE5EhdRS0MyMDE4MjAxODA0MjcwMDA1OTM3MxoIcXY2YnQ5bmY%3D

Supervisory Information Platform for SFCE Ministry of Education. (2021). Contents of evaluation of Chinese-foreign cooperation in running schools. https://www.crs.jsj.edu.cn/news/index/24

Tosuncuoglu, I. (2018). Importance of assessment in ELT. Journal of Education and Training Studies, 6(9), 163. https://doi.org/10.11114/jets.v6i9.3443

Wang, H.-Y. (2019). A preliminary inquiry into the internationalization and internationalization at home of Taiwan’s higher education. STUST Journal of Humanities and Social Sciences, (20), 31–68. https://doi.org/10.29841/STUTJHSS

Wang, K. (2021). The education features and teaching methods of economics courses in Sino-foreign joint education program. Special Economic Zone, (9), 116–123. http://qikan.cqvip.com/Qikan/Article/Detail?id=7105900089

Wu, S., Zhou, S., Huang, M., & Chen, W. (2022). Employment prospects of graduates from Sino-foreign cooperative universities in China. Journal of Studies in International Education, 26(1), 21–43. https://doi.org/10.1177/1028315320957433

Wu, W. Y., Kang, N., Hallett, D., & Li, W. J. (2019). Challenges and countermeasures to foreign language teaching of Chinese-foreign cooperation in running schools. Advances in Education, 9(6), 688–694. https://doi.org/10.12677/ae.2019.96112

Xia, B. B. (2020). Short-term overseas training for teachers in Chinese-foreign cooperation in running schools– A case study based on CIPP evaluation model. Higher Education Exploration, (8), 111–115. https://doi.org/10.3969/j.issn.1673-9760.2020.08.019

Yan, T., & Chernytskyi, V. (2022). On improving the teaching quality of Sino-foreign cooperation education. European Journal of Humanities and Social Sciences, 31–34. https://doi.org/10.29013/EJHSS?22-2-31-34

Yu, L. M. (2023). Accreditation and assessment of Sino-foreign cooperative higher education programme. IATED. https://library.iated.org/view/YU2023ACC?re=downloadnotallowed

Yu, R., & Dong, C. (2021). Means to elevate employment competence in Sino-foreign cooperative education. Atlantis Press. https://www.atlantis-press.com/article/125959864.pdf

Zeng, J. (2020). Design and practice on curriculum system of Sino-foreign cooperation programme in local application-oriented university. Research in Teaching, 43(5), 41–45. https://doi.org/10.3969/j.issn.1005-4634.2020.05.007

Zhang, X. Q., & He, J. X. (2019). Historical evolution and realistic reflection on the policy of Chinese-foreign cooperative education. Heilongjiang Higher Education Research, (3), 18–23. https://doi.org/10.3969/j.issn.1003-2614.2019.03.004

Zhu, F., & Huang, Y. J. (2020). Development of Sino-Foreign Cooperatively-Run Schools and Professional Programs in 42 World-Class University in China. Heilongjiang Researches on Higher Education, 5, 35–41. http://www.cqvip.com/qk/80625x/20205/7101997229.html

Zhu, Y. Y., & Zhao, J. Q. (2022). The development path of co-operative education between China and foreign countries and the development of co-education of curriculum thinking and politics. Journal of Henan Normal University (Philosophy and Social Science Edition), 49(5), 144–149. https://doi.org/10.16366/j.cnki.1000-2359.2022.05.19


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493