The enigma of the Chinese learner

Cooper, Barry J. 2004, The enigma of the Chinese learner, Accounting education, vol. 13, no. 3, pp. 289-310, doi: 10.1080/0963928042000273780.

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Title The enigma of the Chinese learner
Author(s) Cooper, Barry J.ORCID iD for Cooper, Barry J.
Journal name Accounting education
Volume number 13
Issue number 3
Start page 289
End page 310
Publisher Routledge
Place of publication London, England
Publication date 2004-09
ISSN 0963-9284
Keyword(s) surface approaches
memorization with understanding
accountancy students
academic performance
Chinese enigma
Summary Although increasingly challenged in the higher education literature in recent years, there is still a common perception among teachers of the stereotypical Chinese rote learner. This perception, however, lies uncomfortably with the paradox that Chinese learners nevertheless often excel in their studies, in comparison with their Western counterparts. This comparative study of Chinese and Australian accountancy students provides evidence that, while surface approaches to learning can be associated with mechanical rote learning, the Chinese tradition of memorization through repetition can be used to deepen understanding and achieve high levels of academic performance. In recognizing this phenomenon, the enigma of the Chinese learner is better understood.
Language eng
DOI 10.1080/0963928042000273780
Field of Research 150399 Business and Management not elsewhere classified
Socio Economic Objective 970115 Expanding Knowledge in Commerce, Management, Tourism and Services
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2004, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Business and Law
School of Accounting, Economics and Finance
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