This presentation addresses current landscape of advertising education in UK Higher Education (HE). It focuses on the typology of advertising curriculum in multicultural UK HE, cultural difference in classroom activities and assessment between Chinese students and home students, and decolonising curriculum and pedagogy to support Chinese students

Yoon, Hyunsun

Greenwich Academic Literature Archive

Advertising education in multicultural UK Higher EducationDr. Hyunsun Yoon (尹鉉善)Advertising Salon: Opportunities and Challenges in UK-China CollaborationsLeicester, 5 August 20192Contents                                            • Typology of advertising curriculum in multicultural UK HE• Cultural difference in classroom activities and assessment between Chinese students and home students• Decolonising curriculum and pedagogy to support Chinese students 3因緣• cause and occasion • karma• fate, destiny• ties, affinity, bond,relation(s), relationship4Snapshot of Advertising degree in UK HE44 universities129 degree programmes of which the degree title includes AdvertisingJuly 2019https://www.ucas.com/45Multicultural ManchesterManchester is a truly multicultural university, welcoming 40,000 students a year from 160 countries to our friendly campus communityDiverse and multicultural.67Typology of advertising curriculum in UK HE Make製作Manage管理Read解毒8Cultural difference?International Welcome Programme We know that coming to the UK to study is a big step. We want to give you the best possible start to your time here, by ensuring you have access to all the information that you will need to make your time at university successful and enjoyable.Tailored service?Segregation!I’m not better than others. I may not make sense. Vs.I am not a mind reader. Unless you say it, I won’t know.“Putting your hands up” business11Activity and assessment• How do you show respect to all voices?• How have you considered your student groups in your assessment strategy• How inclusive are your learning outcomes?Tran (2019)12Relationships• What shared connections do you have with your students?• Have you reflected on unconscious bias towards your student groups?• How may the way students perceive you affect the learning environment?Tran (2019)13Direct entry Chinese students’ experiencesAssessmentBack in my home university, after each lecture, our lecturer would tell us which part of the lecture would be assessed or would be applied in our final big project.14DiscussionsIn the beginning of discussions, I am not sure what we need to discuss. But by the end I feel I have something to say. But it is too late.I would say it is cultural discrimination.We have no work experience compared to other students. And what we say is not valuable to others.15Group ProjectI have sent my contributions to my fellow group members and never received any feedback. This makes me doubt my academic ability and feel left out .16CommunicationsMy lecturer speaks too fast.I can’t get what the lecturer means straight away.I rely more on verbal communication rather than emails.17Questions/comments?h.yoon@greenwich.ac.uk18

Advertising education in multicultural UK Higher Education

http://gala.gre.ac.uk/id/eprint/35218/2/35218_YOON_%20Advertising_education_in_multicultural_UK.pdf

Advertising education in multicultural UK Higher Education

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Greenwich Academic Literature Archive