ABSTRACT
Cultures of the West and the East are often seen as a binary with different values and assumptions underlying each. Differences between Western and Confucian cultures can result in frustrations and confusion for cross-cultural learners and therefore impact on their learning performance. This chapter explores differences between Western and Confucian cultures from an international education perspective to draw implications for Western educators involved in transnational or international education. In particular, a conceptual framework is presented to help move beyond the binary. Using the conceptual framework, the authors argue that, while Confucian culture may impose constraints on Confucian-heritage students’ study of Australian business courses in terms of teaching and learning styles, it is possible to develop Confucian-heritage students to meet Western education requirements if measures are taken and efforts are made to bridge cultural gaps in two-way understanding and adaptation. The chapter draws from literature on cross-cultural teaching and learning as well as the authors’ experiences in teaching Confucian-heritage students under transnational arrangements.
