HONG KONG STUDENTS STUDYING ABROAD: THE IMPACT OF CURRICULUM, STRUCTURE AND ETHOS: A CASE STUDY OF A RESIDENTIAL BRITISH BOARDING SCHOOL

Abstract

The purpose of this research is to explore the effect which curriculum, ethos, teaching and family support have on the way that Hong Kong students adapt and contribute to life in a British residential school. The recruitment of Hong Kong students into British boarding schools has increased dramatically over the last thirty years but as yet there has been little research in this area. This thesis employed a case study methodology to examine the experiences of Hong Kong students in the school in order to determine the factors which contributed to the success of otherwise of their stay. This research was conducted by using a qualitative, observation participant approach, collecting data over four prolonged visits to the school. Five key questions are addressed: in what ways do the classroom behaviours of Hong Kong students change as a result of their encounters in a British boarding school? Are Western teaching styles adapted to cater for students of different educational backgrounds? To what extent do the curriculum, structure and ethos of the school contribute to creating intercultural cohesion? To what extent does a cultural transfer take place? And what is the effect of the family on Hong Kong students in a British boarding school? The findings indicate that, although there are some initial difficulties for students in adjusting when they first arrive at the school, the institution is very successful in creating a harmonious intercultural community of respect where national identities are preserved. The study of this bounded community offers examples of how a learning environment which is not representative of a single culture may be created. The setting is significant as the boarding school is a closed environment in which student life is highly organised and therefore primary contact is with the culture of the school rather than that of the country.