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Implications for adult education: A...

Acker, Lawrence Edmonds.

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Implications for adult education: A case study of Webster University's joint Master's of Business Administration Program with the Shanghai University of Finance and Economics in Shanghai, People's Republic of China (Missouri).

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Implications for adult education: A case study of Webster University's joint Master's of Business Administration Program with the Shanghai University of Finance and Economics in Shanghai, People's Republic of China (Missouri)./
Author:	Acker, Lawrence Edmonds.
Description:	226 p.
Notes:	Chair: John A. Henschke.
Contained By:	Dissertation Abstracts International63-11A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3069577
ISBN:	0493892370

Implications for adult education: A case study of Webster University's joint Master's of Business Administration Program with the Shanghai University of Finance and Economics in Shanghai, People's Republic of China (Missouri).
Acker, Lawrence Edmonds.

Implications for adult education: A case study of Webster University's joint Master's of Business Administration Program with the Shanghai University of Finance and Economics in Shanghai, People's Republic of China (Missouri). - 226 p.

Chair: John A. Henschke.

Thesis (Ph.D.)--University of Missouri - Saint Louis, 2003.

The problem examined in this dissertation is whether or not andragogical (adult education) techniques that have been developed in western classrooms by such theorists as Cyril Houle and Malcolm Knowles can be successfully practiced in a Master's of Business Administration (MBA) classroom in the Peoples' Republic of China (PRC). This MBA program is a joint effort of Webster University (USA) and the Shanghai University of Finance and Economics (PRC) located in Shanghai, PRC. Additionally, there were four sub-questions.

ISBN: 0493892370Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Implications for adult education: A case study of Webster University's joint Master's of Business Administration Program with the Shanghai University of Finance and Economics in Shanghai, People's Republic of China (Missouri).
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100 1 $a Acker, Lawrence Edmonds. $3 1259340
245 1 0 $a Implications for adult education: A case study of Webster University's joint Master's of Business Administration Program with the Shanghai University of Finance and Economics in Shanghai, People's Republic of China (Missouri).
300 $a 226 p.
500 $a Chair: John A. Henschke.
500 $a Source: Dissertation Abstracts International, Volume: 63-11, Section: A, page: 3814.
502 $a Thesis (Ph.D.)--University of Missouri - Saint Louis, 2003.
520 $a The problem examined in this dissertation is whether or not andragogical (adult education) techniques that have been developed in western classrooms by such theorists as Cyril Houle and Malcolm Knowles can be successfully practiced in a Master's of Business Administration (MBA) classroom in the Peoples' Republic of China (PRC). This MBA program is a joint effort of Webster University (USA) and the Shanghai University of Finance and Economics (PRC) located in Shanghai, PRC. Additionally, there were four sub-questions.
520 $a The first sub-question was: What is the need for increased attention to education within the Peoples' Republic of China? The results of this query were that the PRC now requires MBA-trained professionals and those individuals need to be conversant with Western management techniques.
520 $a The second sub-question was: What are the cultural differences between the Chinese students and the American teacher? While the spoken and written languages were the most apparent, this investigation showed that the Chinese students were more comfortable with rote memorization than with analysis, preferred by the American teacher.
520 $a The third sub-question was: What are the requirements for multiculturalism in education? This dissertation indicated that words, ideas, and gestures differed between the western instructor and the Chinese students in this joint MBA program. Careful phrasing, especially about key Chinese issues such as the future of Taiwan, delivered at a measured pace, was important.
520 $a The fourth sub-question was: What are the needs of the adult learner in this joint MBA program? This study indicated that Western concepts were needed by graduates in order for China to better integrate into the World Trade Organization (WTO). Additionally, self-directed learning was seen as a way students might improve their research and analysis skills.
520 $a The ultimate answer to the main question of this dissertation is that Western andragogical techniques did work in this MBA class. The class, attracting elite students with adequate funds or strong financial backing for this relatively expensive program, is very unusual in today's China. Therefore, one should be cautious in generalizing this conclusion over a large population. However, with the success of andragogical techniques, further investigation across different student groups may be a next step.
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650 4 $a Education, Business. $3 1017515
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690 $a 0688
710 2 0 $a University of Missouri - Saint Louis. $3 1017796
773 0 $t Dissertation Abstracts International $g 63-11A.
790 $a 0481
790 1 0 $a Henschke, John A., $e advisor
791 $a Ph.D.
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