An Examination of learning outcomes between local and international Chinese students: evidence from an Australian accounting program

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Abstract

We investigate the impact of student origin on the academic performance of final year undergraduate accounting students at one of the largest universities in Australia. In particular, the effect of student origin is examined by comparing the performance of local Australian and international Chinese students. We develop a number of propositions to test whether there is any difference in the academic performance (where academic performance is measured by performance in the final exam) of local Australian and international Chinese students. An association was observed between student origin and accounting performance and results indicate that Australian students significantly outperform Chinese students. Moreover, the results indicate that a disparity exists between the academic performance of Australian students and international Chinese students, particularly when assessments are designed to test analytical and interpretation skills. The findings suggest that international students need to be provided with appropriate academic support so that they are able to acculturate to their new learning environment and improve their academic performance.
LanguageEnglish
Pages97-119
Number of pages23
JournalGlobal perspectives on accounting education
Volume12
Publication statusPublished - 2015

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examination
learning
evidence
student
performance
learning environment
interpretation
university

Keywords

  • tertiary students
  • performance
  • national background
  • education

Cite this

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title = "An Examination of learning outcomes between local and international Chinese students: evidence from an Australian accounting program",
abstract = "We investigate the impact of student origin on the academic performance of final year undergraduate accounting students at one of the largest universities in Australia. In particular, the effect of student origin is examined by comparing the performance of local Australian and international Chinese students. We develop a number of propositions to test whether there is any difference in the academic performance (where academic performance is measured by performance in the final exam) of local Australian and international Chinese students. An association was observed between student origin and accounting performance and results indicate that Australian students significantly outperform Chinese students. Moreover, the results indicate that a disparity exists between the academic performance of Australian students and international Chinese students, particularly when assessments are designed to test analytical and interpretation skills. The findings suggest that international students need to be provided with appropriate academic support so that they are able to acculturate to their new learning environment and improve their academic performance.",
keywords = "tertiary students, performance, national background, education",
author = "Parmod Chand and Esther Cheung and Lorne Cummings",
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journal = "Global perspectives on accounting education",
issn = "1543-2955",
publisher = "Bryant University",

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AU - Cheung,Esther

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N2 - We investigate the impact of student origin on the academic performance of final year undergraduate accounting students at one of the largest universities in Australia. In particular, the effect of student origin is examined by comparing the performance of local Australian and international Chinese students. We develop a number of propositions to test whether there is any difference in the academic performance (where academic performance is measured by performance in the final exam) of local Australian and international Chinese students. An association was observed between student origin and accounting performance and results indicate that Australian students significantly outperform Chinese students. Moreover, the results indicate that a disparity exists between the academic performance of Australian students and international Chinese students, particularly when assessments are designed to test analytical and interpretation skills. The findings suggest that international students need to be provided with appropriate academic support so that they are able to acculturate to their new learning environment and improve their academic performance.

AB - We investigate the impact of student origin on the academic performance of final year undergraduate accounting students at one of the largest universities in Australia. In particular, the effect of student origin is examined by comparing the performance of local Australian and international Chinese students. We develop a number of propositions to test whether there is any difference in the academic performance (where academic performance is measured by performance in the final exam) of local Australian and international Chinese students. An association was observed between student origin and accounting performance and results indicate that Australian students significantly outperform Chinese students. Moreover, the results indicate that a disparity exists between the academic performance of Australian students and international Chinese students, particularly when assessments are designed to test analytical and interpretation skills. The findings suggest that international students need to be provided with appropriate academic support so that they are able to acculturate to their new learning environment and improve their academic performance.

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