Why aren't Chinese students at UK universities getting top degrees?

[Fukuoka]

2 years MBA is quality
Phd are level bosses

 

[Established_1965]

Executive MBA is one year everywhere.

E-MBA initiative focuses on different category of Managers. To make it simple for you, the normal 1 year MBA program which is offered by some of the most reputed Universities like INSEAD are not comparable with any MBA program in India.

1 year MBA is primarily for people who have prior work experience. The problem with Indian MBA is that it's awarded to people who don't even know the basic structure of an organisation or a payroll, they grow up to be an incompetent managers with a worthless MBA degrees.

2 years MBA is quality
Phd are level bosses

How come 2 year MBA is better than1 year MBA? Care to explain?

 

[Fukuoka]

E-MBA initiative focuses on different category of Managers. To make it simple for you, the normal 1 year MBA program which is offered by some of the most reputed Universities like INSEAD are not comparable with any MBA program in India.

1 year MBA is primarily for people who have prior work experience. The problem with Indian MBA is that it's awarded to people who don't even know the basic structure of an organisation or a payroll, they grow up to be an incompetent managers with a worthless MBA degrees.


How come 2 year MBA is better than1 year MBA? Care to explain?

Mba1 computering is advanced programming with algorithms, mba2 adds security encryption, making professional projects with everything learnt

Mba2 people are all very well prepared people

 

[HariPrasad]

For the same reason why the Indians are manning the corner stores.

Indian are god gifted people and can not be compared with other people. Contarry to what is stated by professor of accounts about the chines students, Indians are best accounting brains.

These DATA are old. Income was around 1lakh USD when I last show that.

 

[tranquilium]

Erm...maybe I don't know UK school very well, but doesn't a MBA typically takes 2 years and can't be done in less than one year even if you take the accelerated program?

I do know engineering. 2 year master degree is considered normal. I haven't heard anyone obtaining Ph.D in less than 2 years unless they have already been in the field and already have the research done. 3 year is considered fast in pretty much all Ph.D program and it can take up to 5 years.

Also, I need to clarify one thing for people who doesn't have graduate school experience----the ultimate factor that decides your graduation date is job availability. Class will be long done before graduation (unless you are doing a non-thesis option and is content with master degree) and your research should be done as well, but you don't (or rather, shouldn't) graduate until you secure a job. I have seen unlucky folk (from computer science) forced to go into post-doc because they couldn't find a job they like.

To be honest, I am surprised anyone would use the number of years it takes to graduate as benchmark for performance, because anything less than graduate degree pretty much have a standard program length. Graduate degree itself is hardly measured by length because different majors have different programs and students themselves will have different aims.

 

[Beidou2020]

Indian are god gifted people and can not be compared with other people. Contarry to what is stated by professor of accounts about the chines students, Indians are best accounting brains.



These DATA are old. Income was around 1lakh USD when I last show that.

Indians have extremely low IQ. This is a scientifically proven fact by westerners.

 

[HariPrasad]

Indians have extremely low IQ. This is a scientifically proven fact by westerners.

you are exposing your IQ by your post. carry on. You guys can not prove your talent in academia so prove your IQ on PDF by the posts like what you posted.

 

[Roybot]

I have some issues with this study, if one can call it that.
1) Grades are supposed to be confidenital. How were they able to get these grades?
2) The sample size is very small, (100 students) from both sides is inadequate for a true study.
3) These grades were obtained from accounting-finance students major only. This is not a true representation.
4) How were these samples obtained? What were the criteria for choosing these 100 students from the Chinese side and the British side? Proper selections or lack of will skew data.
5) Of the 100 British students, how many of these students are foreign born Brits?
6) The "researchers" (I am being generous) supposedly have the results of the variance in marks but yet they did not give the figures. Is this how scientific research are conducted in the UK? Subjectivity over objectivity?
7) did the "researchers" consider the language barrier of the Chinese students? I wonder how Uk students would perform in a Chinese university all taught in Mandarin.

At best this "study" is anything but scientific. It's more like someone using pseudo-science to prove their thesis.

To my dismay, no Chinese members questioned the flaws of the survey, but rather make up excuses for the poor performance of the Chinese students.

You don't expect the whole research to be published in the newspaper do you?

If you have access to paid journals you can read the study here,

http://heer.qaa.ac.uk/SearchForSummaries/Summaries/Pages/HEER000413.aspx

Sample, variables and methodology

Jump to section

• Introduction
• Changes in demand and supply in UK higher...
• Academic performance of ethnic...
• Sample, variables and methodology
• Results
• Discussion

Sample
The original sample consists of 112 full-time students domiciled respectively in the UK (60) and mainland China (52). These students were enrolled on the following undergraduate programmes: BSc (honours) Accounting and Finance (BAF) and BSc (honours) Accounting and Finance with Placement (BAFP) in the academic years 2006/7 and 2007/8 in a UK university.1 A total of 82 students and 71 students in 2006/7 and 2007/8, respectively, registered for BAF and BAFP. Our sample includes all students who declared their nationality as either mainland Chinese or British. BAF is a three-year full time degree programme while BAFP is a four-year sandwich programme which requires students to complete a work placement in the third year. Work placement learning lasts at least 39 weeks and students are required to complete a portfolio which records their involvement with different projects and organisations and their self-assessment and reflection on their learning and achievement throughout the placement. Students can swap between these two programmes in the first two years after enrolment regardless of their initial registration with either of the programmes. To secure a work placement, students need to first apply for a place and then would have to be accepted by organisations following interviews. This arrangement seems to deter Chinese students from seeking to graduate with a degree in Accounting and Finance with Placement. Nineteen of 52 Chinese students (37%) and 40 of 60 UK (67%) students in the sample graduated with a degree in Accounting and Finance with Placement.

Reasons for sample selection
To understand the underlying factors which affect the attainment of Chinese and UK undergraduates, one must select a sample containing a substantial number of Chinese students. Clearly, Chinese students prefer business related subjects, with 50% who studied a first degree in UK higher education majoring in business in 2008/9 (Iannelli and Huang 2013). Accounting and Finance programmes, part of business studies, seem to be the most popular amongChinese students2 (Wang 2009).

Thus, Chinese and UK students majoring in Accounting and Finance are selected for this study. The two undergraduate accounting and finance programmes have fairly equal numbers of Chinese and UKstudents which would reduce possible statistical flaws and make statistical analysis more reliable and representative.

The students in the sample are from two cohorts enrolled in the academic years 2006/7 and 2007/8. The entry requirements of this university are rather high for non-native English speakers. IELTS (International English Language Testing System) level 7 is a requirement for Chinese students unless they have obtained an appropriate number of A grades or results from foundation courses provided by UK institutions. As mentioned above, the impact of language skills on academic outcomes is not clear due to limited research, though extant papers suggest no apparentacademic performance differences in introductory accounting courses between native and non-native English speakers in UK and Australian universities (Crawford and Wang 2012; Rankin et al. 2003). Nevertheless, Chinese students used in this study had a high English proficiency or study experiences in the UK before entry, which will reduce any unknown influence of language skills on the analysis.

 

[Beidou2020]

you are exposing your IQ by your post. carry on. You guys can not prove your talent in academia so prove your IQ on PDF by the posts like what you posted.

India has one of the lowest PISA test scores. Which proves my point.

 

[tranquilium]

You don't expect the whole research to be published in the newspaper do you?

If you have access to paid journals you can read the study here,

http://heer.qaa.ac.uk/SearchForSummaries/Summaries/Pages/HEER000413.aspx

Sample, variables and methodology

Jump to section

• Introduction
• Changes in demand and supply in UK higher...
• Academic performance of ethnic...
• Sample, variables and methodology
• Results
• Discussion

Sample
The original sample consists of 112 full-time students domiciled respectively in the UK (60) and mainland China (52). These students were enrolled on the following undergraduate programmes: BSc (honours) Accounting and Finance (BAF) and BSc (honours) Accounting and Finance with Placement (BAFP) in the academic years 2006/7 and 2007/8 in a UK university.1 A total of 82 students and 71 students in 2006/7 and 2007/8, respectively, registered for BAF and BAFP. Our sample includes all students who declared their nationality as either mainland Chinese or British. BAF is a three-year full time degree programme while BAFP is a four-year sandwich programme which requires students to complete a work placement in the third year. Work placement learning lasts at least 39 weeks and students are required to complete a portfolio which records their involvement with different projects and organisations and their self-assessment and reflection on their learning and achievement throughout the placement. Students can swap between these two programmes in the first two years after enrolment regardless of their initial registration with either of the programmes. To secure a work placement, students need to first apply for a place and then would have to be accepted by organisations following interviews. This arrangement seems to deter Chinese students from seeking to graduate with a degree in Accounting and Finance with Placement. Nineteen of 52 Chinese students (37%) and 40 of 60 UK (67%) students in the sample graduated with a degree in Accounting and Finance with Placement.

Reasons for sample selection
To understand the underlying factors which affect the attainment of Chinese and UK undergraduates, one must select a sample containing a substantial number of Chinese students. Clearly, Chinese students prefer business related subjects, with 50% who studied a first degree in UK higher education majoring in business in 2008/9 (Iannelli and Huang 2013). Accounting and Finance programmes, part of business studies, seem to be the most popular amongChinese students2 (Wang 2009).

Thus, Chinese and UK students majoring in Accounting and Finance are selected for this study. The two undergraduate accounting and finance programmes have fairly equal numbers of Chinese and UKstudents which would reduce possible statistical flaws and make statistical analysis more reliable and representative.

The students in the sample are from two cohorts enrolled in the academic years 2006/7 and 2007/8. The entry requirements of this university are rather high for non-native English speakers. IELTS (International English Language Testing System) level 7 is a requirement for Chinese students unless they have obtained an appropriate number of A grades or results from foundation courses provided by UK institutions. As mentioned above, the impact of language skills on academic outcomes is not clear due to limited research, though extant papers suggest no apparentacademic performance differences in introductory accounting courses between native and non-native English speakers in UK and Australian universities (Crawford and Wang 2012; Rankin et al. 2003). Nevertheless, Chinese students used in this study had a high English proficiency or study experiences in the UK before entry, which will reduce any unknown influence of language skills on the analysis.

Huh, so basically, the sample consists of a grand total of 112 students and only one major. Have they tried with majors like engineering and science?

 

[JayAtl]

Huh, so basically, the sample consists of a grand total of 112 students and only one major. Have they tried with majors like engineering and science?

LOL chinese lackey desperate to show every study not in favor of china as being lacking...

 

[Roybot]

Huh, so basically, the sample consists of a grand total of 112 students and only one major. Have they tried with majors like engineering and science?

The reason for the sample selection is given right there.

To understand the underlying factors which affect the attainment of Chinese and UK undergraduates, one must select a sample containing a substantial number of Chinese students. Clearly, Chinese students prefer business related subjects, with 50% who studied a first degree in UK higher education majoring in business in 2008/9 (Iannelli and Huang 2013). Accounting and Finance programmes, part of business studies, seem to be the most popular amongChinese students2 (Wang 2009).

 

[qwerrty]

chinese students in UK are mostly sons and daughters of rich people. they go there mainly to study english, business, and fun.. the US is the number 1 destination for all overseas students for higher level science and engineering study.

 

[tranquilium]

The reason for the sample selection is given right there.

To understand the underlying factors which affect the attainment of Chinese and UK undergraduates, one must select a sample containing a substantial number of Chinese students. Clearly, Chinese students prefer business related subjects, with 50% who studied a first degree in UK higher education majoring in business in 2008/9 (Iannelli and Huang 2013). Accounting and Finance programmes, part of business studies, seem to be the most popular amongChinese students2 (Wang 2009).

It is just an observation and it is a rather narrow field selection. I do believe I have stated in my previous post that I am not sure about the programs in UK.

 

[Jlaw]

You don't expect the whole research to be published in the newspaper do you?

If you have access to paid journals you can read the study here,

http://heer.qaa.ac.uk/SearchForSummaries/Summaries/Pages/HEER000413.aspx

Sample, variables and methodology

Jump to section

• Introduction
• Changes in demand and supply in UK higher...
• Academic performance of ethnic...
• Sample, variables and methodology
• Results
• Discussion

Sample
The original sample consists of 112 full-time students domiciled respectively in the UK (60) and mainland China (52). These students were enrolled on the following undergraduate programmes: BSc (honours) Accounting and Finance (BAF) and BSc (honours) Accounting and Finance with Placement (BAFP) in the academic years 2006/7 and 2007/8 in a UK university.1 A total of 82 students and 71 students in 2006/7 and 2007/8, respectively, registered for BAF and BAFP. Our sample includes all students who declared their nationality as either mainland Chinese or British. BAF is a three-year full time degree programme while BAFP is a four-year sandwich programme which requires students to complete a work placement in the third year. Work placement learning lasts at least 39 weeks and students are required to complete a portfolio which records their involvement with different projects and organisations and their self-assessment and reflection on their learning and achievement throughout the placement. Students can swap between these two programmes in the first two years after enrolment regardless of their initial registration with either of the programmes. To secure a work placement, students need to first apply for a place and then would have to be accepted by organisations following interviews. This arrangement seems to deter Chinese students from seeking to graduate with a degree in Accounting and Finance with Placement. Nineteen of 52 Chinese students (37%) and 40 of 60 UK (67%) students in the sample graduated with a degree in Accounting and Finance with Placement.

Reasons for sample selection
To understand the underlying factors which affect the attainment of Chinese and UK undergraduates, one must select a sample containing a substantial number of Chinese students. Clearly, Chinese students prefer business related subjects, with 50% who studied a first degree in UK higher education majoring in business in 2008/9 (Iannelli and Huang 2013). Accounting and Finance programmes, part of business studies, seem to be the most popular amongChinese students2 (Wang 2009).

Thus, Chinese and UK students majoring in Accounting and Finance are selected for this study. The two undergraduate accounting and finance programmes have fairly equal numbers of Chinese and UKstudents which would reduce possible statistical flaws and make statistical analysis more reliable and representative.

The students in the sample are from two cohorts enrolled in the academic years 2006/7 and 2007/8. The entry requirements of this university are rather high for non-native English speakers. IELTS (International English Language Testing System) level 7 is a requirement for Chinese students unless they have obtained an appropriate number of A grades or results from foundation courses provided by UK institutions. As mentioned above, the impact of language skills on academic outcomes is not clear due to limited research, though extant papers suggest no apparentacademic performance differences in introductory accounting courses between native and non-native English speakers in UK and Australian universities (Crawford and Wang 2012; Rankin et al. 2003). Nevertheless, Chinese students used in this study had a high English proficiency or study experiences in the UK before entry, which will reduce any unknown influence of language skills on the analysis.

Basically 19 of 52 Chinese students graduated in the program that had co-op option and the rest graduated in the non co-op program. Congratulations to the researchers for letting us know that. the sample size is even smaller than what was mentioned from the article.

It is just an observation and it is a rather narrow field selection. I do believe I have stated in my previous post that I am not sure about the programs in UK.