Bridging Chinese and Malaysian Academic Cultures for Postgraduate Success

For numerous Chinese postgraduate students, pursuing their studies in Malaysia presents a blend of familiarity and novelty within the academic landscape. China and Malaysia uphold the age-old tradition of honouring educators and prioritising the pursuit of knowledge (Marginson, 2014). However, significant differences arise in the dynamics of interactions between supervisors and their students. The journey toward success in postgraduate research is not solely reliant on a student’s academic capabilities. It is equally influenced by their ability to navigate and acclimatise to these cultural intricacies.

We will examine the nuanced similarities and significant differences between the academic cultures of China and Malaysia. We will also identify common challenges encountered by students, particularly concerning varying expectations regarding independence in research and distinct communication styles. Additionally, this analysis will offer insightful and practical strategies designed to cultivate strong and effective partnerships between supervisors and students. Such partnerships are essential for ensuring a productive academic experience and for enhancing mutual understanding across diverse cultural contexts.

A. Chinese and Malaysian Academic Cultures

1. Similarities

Chinese students might find a striking resonance with various aspects of Malaysian academic culture, unveiling a tapestry of familiar experiences. This interplay of shared traits can serve as a comforting bridge, smoothing the transition into a new academic environment. As they immerse themselves in this rich and diverse community, a profound sense of belonging begins to flourish, fostering connections that transcend cultural boundaries and making the adjustment process not only easier but also deeply enriching.

1. Respect for teachers and hierarchy

   1. In both cultures, supervisors are addressed formally, usually as Professor or Dr., and students are expected to show deference in tone and behaviour.

   2. Bowing slightly, greeting first, or acknowledging authority in writing are considered signs of good manners.

   3. Just as in China, Malaysian academia also values hierarchical respect (Hofstede et al., 2010).

2. Collectivist orientation

   1. Both Chinese and Malaysian societies lean toward collectivism.

   2. This means building harmonious relationships and avoiding open conflict is important.

   3. Supervisors in both contexts prefer students who are cooperative and show loyalty to their research group or faculty.

3. Value of hard work and discipline

   1. In both cultures, education is highly regarded as a pathway to success.

   2. Diligence, persistence, and discipline are qualities expected by supervisors in both China and Malaysia (Marginson, 2014).

   3. Late submissions or poor time management are frowned upon in both contexts.

4. Importance of academic integrity

   1. Both countries emphasise the seriousness of plagiarism and academic dishonesty.

   2. Students are expected to cite correctly and produce original work, although the training and emphasis on citation practices may differ.

2. Differences

Although finding common ground can offer a sense of reassurance and familiarity, it is often the differences—whether in culture, communication styles, or personal experiences—that give rise to misunderstandings and conflicts. These unique perspectives, while enriching in many ways, can sometimes create barriers to effective communication and deeper connection.

1. Communication style

   1. China: Communication is often indirect, with students careful not to “embarrass” the professor by questioning authority. Silence is sometimes interpreted as respect.

   2. Malaysia: Supervisors encourage open, polite discussions and active student engagement (Lee, 2016). Silence may be interpreted as a lack of preparation or confidence. Malaysian supervisors prefer students who ask clarifying questions, suggest ideas, and engage actively.

      • Example: A Chinese student may remain quiet after feedback to show respect, but the Malaysian supervisor may assume the student does not understand or is unmotivated.

2. Independence and initiative

   1. China: Supervisors tend to provide more structured and directive guidance, telling students step-by-step what to do.

   2. Malaysia: Supervisors expect students to plan their own research schedules, read widely, and bring drafts or questions to meetings without being told.

      • Example: A Chinese student may wait for instructions, while a Malaysian supervisor may be waiting for the student to propose their next step.

3. Feedback style

   1. China: Feedback is often very detailed, with line-by-line corrections and strong emphasis on precision.

   2. Malaysia: Feedback may be broader, pointing to general areas of improvement and leaving it to the student to figure out solutions.

      • Example: Instead of correcting every grammar mistake, a Malaysian supervisor might simply say, “Work on your clarity and flow”. This requires the student to revise independently or seek support.

4. Meeting etiquette

   1. China: Meetings are usually arranged by the supervisor, and students wait to be called.

   2. Malaysia: Students are expected to take initiative by requesting appointments and maintaining regular contact.

      • Example: A Chinese student may wait weeks without approaching the supervisor, thinking it is respectful. The Malaysian supervisor may assume the student has lost interest.

5. Approach to criticism

   1. China: Criticism in China is often softened to preserve harmony.

   2. Malaysia: In Malaysia, supervisors may be more direct and expect feedback to be accepted constructively (Hofstede et al., 2010).

      • Example: A Malaysian supervisor may directly say “Your methodology is not suitable,” which can sound harsh to a Chinese student but is intended as professional guidance, not a personal attack.

 

C. Common Challenges for Chinese Students  Solutions

During their transition, many Chinese students encounter a variety of challenges that can significantly impact their experience. Three prevalent scenarios they often face include:

a. Cultural adaptation

1. Many students struggle to navigate the cultural differences between China and their new environment.

2. This can involve adjusting to different social norms, communication styles, and everyday customs.

3. For instance, they may find it challenging to understand humour, social cues, or even etiquette when interacting with peers and professors.

4. This cultural shift can lead to feelings of isolation or confusion, making it hard to establish new friendships and support networks.

b. Academic adjustments

1. The educational system in China often differs sharply from that in Western countries.

2. Chinese students might be used to a more rigid and structured classroom environment, which can make it difficult to adapt to more interactive and participatory learning styles.

3. The emphasis on critical thinking, collaboration, and open discussions in their new academic settings can be daunting, creating a steep learning curve as they strive to meet different expectations regarding assignments, participation, and student-teacher relationships.

c. Language barriers

1. Proficiency in the local language is essential for academic success and social integration.

2. Many students may find themselves struggling with the nuances of the language, including idiomatic expressions, slang, and academic vocabulary.

3. This language barrier can lead to difficulties in understanding lectures, participating in discussions, and even completing assignments.

4. It can hinder their ability to engage in casual conversations, which could limit their opportunities to form friendships and fully immerse themselves in their new community.

d. Supervisory issues and completion delays

1. A comprehensive meta-analysis conducted at a Malaysian university unveiled a range of challenges that can impede the completion of a thesis.

2. Obstacles include academic competence, language barriers, cultural adaptation, and topic selection.

3. Additionally, the struggle with time management often leaves students feeling overwhelmed, while the weight of emotional stress can further hinder their progress (Ramli et al., 2018).

e. Sustainable supervisory relationships

1. Interviews conducted with international postgraduate students in Malaysia uncovered a compelling insight: the concept of sustainable supervision transcends mere graduation.

2. This nurturing approach not only cultivates academic success but also lays the groundwork for future collaborations and encourages a vibrant tapestry of global engagement (Singh & Kaur, 2022).

D. Strategies for Success  Solutions

By integrating these strategies into their academic practices, Chinese postgraduate students can enhance their relationships with Malaysian supervisors, minimise the chances of misunderstandings, and foster greater confidence as they navigate their postgraduate studies. To cultivate a robust and productive relationship with Malaysian supervisors, Chinese postgraduate students can implement the following detailed strategies:

a. Be proactive

1. Take the initiative to organise and schedule regular meetings, ensuring that both you and your supervisor are on the same page regarding your project’s progress.

2. This proactive approach demonstrates your commitment to your work and allows for timely feedback.

3. Share comprehensive updates that outline not only your current achievements but also the next steps you plan to take.

4. This creates a transparent line of communication that keeps your supervisor informed and engaged in your academic journey.

b. Communicate effectively

1. Employ respectful and courteous language in all interactions, recognising the importance of maintaining professionalism.

2. While it’s essential to convey respect, don't hesitate to ask questions or clarify doubts when needed to ensure a mutual understanding of the subject matter.

3. After discussions, summarise the key points and decisions in writing, whether through email or in meeting notes.

4. This not only confirms your understanding but also provides a reference point for both you and your supervisor to revisit later.

c. Manage expectations

1. From the outset, collaboratively set clear, measurable goals with your supervisor that align with the expectations for your research or academic work.

2. This clarity helps prevent miscommunications and misunderstandings later on.

3. Clarify important details such as deadlines for submissions, preferred formats for reports or presentations, and specific standards that are expected in your field.

4. This proactive clarification will help you manage your time effectively and deliver work that meets the outlined criteria.

d. Respect cultural etiquette

1. Begin interactions by greeting and addressing your supervisors in a formal manner, utilising titles such as Professor or Dr.

2. This demonstrates an understanding of the cultural and hierarchical norms present in Malaysian academic settings.

3. Show genuine appreciation for the guidance and critiques provided by your supervisors, even if the feedback is brief or critical.

4. Acknowledging their expertise fosters a positive working relationship and encourages more open dialogue.

e. Balance respect with independence

1. While it’s vital to maintain a demeanour of humility and politeness, it's equally important to engage critically with your research.

2. This balance showcases your ability to think independently while respecting the insights of your supervisors.

3. When appropriate, present alternative perspectives or solutions based on your research findings.

4. Doing so reflects your deep engagement with the subject matter and demonstrates that you are not only receptive to feedback but also capable of contributing valuable insights to the discussion.

E. Reflection and Action Plan  Solutions

Every student’s academic experience is unique, but intentional reflection can help prepare for success. Writing down a short action plan—such as committing to schedule regular meetings or preparing a weekly progress log—can help turn cultural awareness into practical habits. Consider the following questions:

1. What are my expectations of a supervisor, and how might they differ in Malaysia?

2. How comfortable am I with asking questions or requesting feedback?

3. What one step can I take to be more proactive in managing my research progress?

Here are the practical solutions with examples, partnering with your supervisor.

1. Feedback gaps: Ask clarifying questions, keep a feedback journal, and request examples.

2. Communication hesitation: Prepare agendas, use polite phrases, and email summaries.

3. Meeting etiquette: Take initiative, propose regular schedules, and send progress reports.

4. Balancing respect and independence: Show politeness while suggesting alternatives with evidence.

5. Language and cultural adjustment: Use clear academic English, observe peers, and be honest about difficulties.

To conclude, postgraduate students from China studying in Malaysia can adopt five “golden rules” for success:

1. Ask, don’t assume: Always clarify feedback and instructions rather than guessing.

2. Schedule, don’t wait: Take initiative in arranging meetings instead of waiting passively.

3. Respect plus proactivity: Balance humility with independence to show maturity.

4. Prepare, then speak: Enter every meeting with written updates and questions.

5. Adapt and reflect: Learn from cultural differences and adjust communication styles accordingly.

Conclusion

Chinese postgraduate students who choose to pursue their studies in Malaysia will discover a rich tapestry of shared values that resonate deeply with their own cultural background. Among these values are a profound respect for authority, a strong sense of discipline, and a deep-rooted appreciation for education as a pathway to success. However, while these commonalities exist, students may also encounter notable differences that could lead to misunderstandings, particularly in areas such as communication styles. For instance, in academic environments, Malaysian supervisors might prefer more direct forms of feedback, whereas Chinese students may be accustomed to a more indirect approach to communication. Additionally, the expectations surrounding independence in research and decision-making can vary, with Malaysian institutions often encouraging more self-sufficiency.

To foster effective relationships, it is essential for Chinese students to recognise and respect these cultural differences while also embracing the similarities. Engaging in proactive strategies, such as seeking clarity in communication, openly discussing feedback preferences, and taking the initiative in building rapport, can significantly enhance their interactions with Malaysian supervisors. Ultimately, the process of bridging these cultural divides is not about surrendering one's own heritage. Instead, it involves a dynamic exchange of ideas and practices—learning to navigate and harmonise between the rich traditions of both cultures, paving the way for significant academic improvement and personal development. This balanced approach will undoubtedly enrich their educational experience in Malaysia, helping them to thrive in an increasingly interconnected world.

References

• Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.). McGraw-Hill.

• Lee, J. S. (2016). International students’ experiences and adjustment in Malaysian higher education. Journal of International Students, 6(2), 497–512. https://doi.org/10.32674/jis.v6i2.364

• Marginson, S. (2014). Higher education in East Asia and Singapore: Rise of the Confucian model. Higher Education, 65(1), 25–50. https://doi.org/10.1007/s10734-012-9594-4

• Ramli, A. S., Abdul Talib, C., Hassan, A., Fadzli, Z. S., & Deris, F. D. (2018). Postgraduate student towards supervision: A case study in Malaysia public university. In A systematic review on literature in educational research (pp. 9–21). Universiti Teknologi Malaysia.

• Singh, N., & Kaur, J. (2022). Sustainable supervisory relationships between postgraduate international students and supervisors: A qualitative exploration at a Malaysian research university. Studies in Graduate and Postdoctoral Education, 13(2), 188–204. https://doi.org/10.1108/SGPE-03-2022-0047

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