Facilitating independence amongst Chinese international students completing a Bachelor of Applied Business Studies Degree

Abstract

This study focuses on facilitating independent learning amongst Chinese international students completing a Bachelor's Degree. A rationale for cultivating independence is provided and a model of independent learning developed, based on Grow's Staged Self‐Directed Learning model and the 1996 Situational Leadership model of Hersey and Blanchard. Students' independence level was measured and teaching strategies employed as a cohort of students progressed through the programme. This cohort exhibited neutral/average independence throughout. However over the period students' confidence improved, they increasingly believed they had greater responsibility for learning, but their motivation declined. Ability did not change. Future research should disaggregate the model as findings indicate it is more applicable to individual variables and individual students.

Keywords:

• independent learning
• self‐directed learning
• international students
• employability
• international education

Acknowledgement

I would like to acknowledge Dave Harris MSc who was my mentor.

Notes