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Do BC Offshore Schools Make a Difference in Academic Performance and Happiness of PostSecondary Chinese International Students in British Columbia?

Michael Rae
University of British Columbia
ETEC 500
April 13, 2015

Introduction
Topic
In 2012, Canada welcomed about 265,000 international students. Over 80,000 Chinese
students made the choice to study in Canada, representing the largest group of foreign students in
the country (Government of Canada, 2012). This research is designed to shed light on the
effectiveness of the British Columbia Global Education program which makes it possible for
schools in other countries (offshore schools) to offer BC curriculum to international students. In
order to qualify as an offshore school, specific standards must be met, including the employment
of British Columbia certified teachers. From the British Columbia Global Education Program
operating manual for offshore schools:
The purpose of the British Columbia (BC) Global Education Program is to
encourage the development of international relationships and create opportunities
for global learning experiences that will benefit BC students, teachers, schools,
and communities by:
-

Increasing international recognition of BCs high-quality education brand

Creating more opportunities for BC public and independent schools to

develop international partnerships

Attracting more international students to study and eventually work and live
in BC.

This program is a key component of the Provinces International Education

Strategy, which aims to:
- Create a globally oriented education system in British Columbia;

- Ensure that all students receive quality learning and life experiences; and
- Maximize the benefits of international educationsocial, cultural and economic
for all BC communities, families and businesses. (BC Ministry of Education,
2014)
The primary market for BC offshore schools is China, where 31 of the programs 41
schools are located. A large part of the marketing draw for these schools is the allure that BC
offshore schools will help students transition from their home country to post-secondary
institutions in Canada. Specifically, I am interested in researching Chinese BC offshore
graduates academic success and overall happiness in British Columbia universities in
comparison to Chinese students who attended traditional Chinese high schools.
After completing my Bachelor of Education degree from UBC in 2010, I came directly to
China to work as a BC high school teacher. After working for two years as a teacher, I moved
into the role of academic advisor, where I helped students apply and get ready for the transition
from high school to Canada. Currently, I work as a Principal at another offshore school in China,
where I continue to help Grade 12 students with their transition, so personally this topic is
closely linked to my professional life. I have always wondered about how the students I have
taught or advised in China are adjusting to life in Canada and their new learning environments.
In recent years, the BC offshore program has come under scrutiny from the media and
public. The sale of public education to private entrepreneurs, namely in China, has been
criticized in Canada (Kuehn, 2006). In 2012, the Vancouver Sun reported that teachers at Maple
Leaf Tianjin, a BC offshore school in northern China, alleged of grade inflation and contract
violations (Steffanhagen, 2012). The article opened up the BC offshore program to criticism

from the public which led to reforms from Education Minister George Abbott that requires
offshore schools to:
- Apply for re-certification every year and submit annual reports.
- Cooperate with surprise inspections.
- Ensure students have sufficient English skills before entering the program and
that there are no significant discrepancies between course and provincial exam
marks.
- Communicate with the ministry in English.
- Hire only teachers with a BC certificate.
- Establish a twinning relationship with a B.C. public or independent school.
- Implement a formal process for resolving disputes at the school. (Steffanhagen,
2013)
With the reputation of the BC offshore program in question over recent years, and policy
changes to the program, there is a rationale to conduct a study that could legitimize the offshore
program for the Ministry, the operators of the school, the teachers who work there, and the
students who graduate from them. In addition to validating the BC offshore programs
reputation, another reason for the study is to help the BC offshore schools operate. A primary
marketing strategy of BC offshore schools is to give the impression that through completion of
the program, students have a higher chance of acceptance into Canadian institutions and success
once there. This study could provide validity to these claims already made by BC offshore

schools and their operators in China, helping with promotion of their businesses and recruitment
of students.
Finally, by establishing differences between Chinese students from BC offshore schools
and those from Chinese high schools, post-secondary institutions could plan their international
programs differently to better serve each cohort. In an international student satisfaction survey,
China was found to have the most international students abroad, but the nationality ranked 26th
out of 30 countries in university satisfaction (Redden, 2014). As Maureen Andrade (2006) states,
institutions cannot simply admit foreign students and expect them to adjust to life in a new
country and educational system without appropriate support and programming (p. 133).
Research Questions
This quantitative study will consist of two parts, aiming to answer the following
questions:
1) How do first year grades at Canadian post-secondary institutions of Chinese BC off shore high
school graduates compare to international students who graduated from Chinese high schools?
2) How does overall happiness after their first year of Canadian post-secondary education
compare with students who graduated from Chinese BC off shore high schools and Chinese
international students that graduated from Chinese high schools?
Literature Review
The Scheutze (2008) article, BC Offshore Schools in China, provides a comprehensive
history, rationale and critique of the program for the reader. In 1995, the first BC offshore school
opened in China, which used BC curriculum, including teaching methods, learning objectives,

and employing BC teachers and Principals. This was encouraged by the Chinese government,
which has opened up its education system to non-public institutions, meeting the demand of
parents who are willing to pay for a quality education (Scheutze, 2008). Although the article is
slightly aged, and could be amended with the recent developments from the BC ministry
(Steffanhagen, 2013), it provides an excellent overview of how BC schools came to exist in
China and critique of their viability. In particular, Scheutze highlights the inconsistencies at the
Chinese bureaucratic level which govern these schools creates an uncertain climate in which the
schools operate. Other problems of the system are pointed out, including a high turnover of
Canadian staff, a lack of organized dialogue between teachers and parents and substandard
facilities (Scheutze, 2008). While these problems do exist in some of the BC offshore schools in
China, the article fails to recognize that they vary in degree from school to school, unfairly
painting the system with a brush of negative stereotypes. For the purpose of this research, the
article falls short as it does not include the follow up of students transitioning from these BC
offshore schools to Canadian post-secondary institutions.
In Exploring Chinese International Students Understanding of Quality Education in
China and a Constructivist Approach in Canada, Liu (2005) attempts to tackle the perception and
concerns of International Chinese students regarding Chinese traditional education and Canadian
Education. Liu was first intrigued in this research topic as he came from China to study at the
University of Windsor and discovered that the Canadian teaching and learning he observed was
quite different from what he had experienced in China. Liu uses ethnographic research in his
qualitative study, interviewing 15 Chinese international students to collect data about opinions
regarding the differences in education. The findings reveal that the differences are primarily due
to the contrast between the traditional or transmission model of China and the constructivist

approach in Canada. Lius data from his interviews champions the constructivist approach and
suggests that the Chinese government use some of the student centered methods in its Quality
Education reform (Liu, 2005). This study supports the hypothesis that students from Chinese
traditional high schools have an adjustment period to Canadian methods of teaching.
Students who have spent their grade 10 to 12 years in a BC offshore school would be
more acclimated to constructivist teaching styles than those the participants of the study. In their
interviews, the participants spoke of Canadas free and relaxed environment created more
stress in them, as they needed to take more ownership of their learning (Liu, 2005). It is arguable
that the transition from high school to post-secondary naturally requires students to take more
ownership in their learning, not necessarily being a China to Canada difference, but a high school
to post-secondary phenomenon. The extrinsic motivation of China compared to the intrinsic
motivation required in Canada was a big difference that the participants noticed and had to adjust
(Liu, 2005). While BC offshore high schools would employ more constructivist, studentcentered learning strategies which could help with adjustment to post-secondary institutions in
Canada, the framework of traditional Chinese studying methods are still employed, which would
still require an adjustment for the students.
Since Chinese parents are in large part the decision makers on deciding whether their
child will attend a BC offshore school, it is appropriate to look at Chinese parents views on a
Canadian education. In Lis (2001) qualitative study, Expectations of Chinese Immigrant Parents
for Their Childrens Education: The Interplay of Chinese Tradition and the Canadian Context,
she interviews seven sets of parents who have immigrated to Canada. Li finds that expectations
for their children are deeply rooted in cultural heritage and were situationally motivated to
conform to the Canadian social-cultural context (Li, 2001). While these parents differ from the

parents of BC offshore students in that they live in Canada, their attitudes toward education
could be similar, valuing Chinese traditions and accepting of Canadian teaching methods as their
students propel towards Canadian post-secondary institutions. Compared to the Chinese student
participants of Lius study who tend to favour the Canadian constructivist education methods, the
parents that Li interviewed, put more value in the tradition of Confucian beliefs towards
education (Liu, 2005; Li, 2001).
In their study, International Students Confidence and Academic Success, Telis,
Helgelson and Kingsbury (2014) show that there is a correlation between self-efficacy and
academic success in international students at a mid-western American University. The
quantitative study had 137 students answer a questionnaire regarding their financial needs,
academic ability, language barriers and social adaptability, which constituted their total
resources. The data showed that students that scored high on their confidence levels of
completing their program of study also scored high on their resources (Telis, Helgelson and
Kingsbury, 2014). One issue I have with this study is that it takes place at one mid-western
University, which could have a unique dynamic for international students, making it problematic
to compare to Canadian post-secondary institutions. The study concludes that academic success
is greatly dependent on a students confidence in his or her abilities and resources. I am
assuming that attendance in BC offshore school will help with students confidence as they
transition to Canadian post-secondary institutions, which should, according to the work of Telis,
Heglelson and Kingsbury, correlate in higher levels of academic success (Telis et al., 2014).
A common stereotype of Chinese students is that they are predisposed to traditional, rote
learning, memorization and regurgitation. In David Kember and Lyn Gows (1991) study, A
Challenge to the Anecdotal Stereotype of the Asian Student, they conclude that anecdotal

observations of Asian students may be explained more by the nature of the curriculum and the
teaching environment than as an inherent characteristic of the students. The longitudinal,
quantitative study was conducted with 2143 students at Hong Kong Polytechnic (Kember and
Gow, 1991). For this studys purpose, we can conclude that by having Chinese students enter a
BC offshore school at an earlier age, they can become successful in that learning environment,
which could translate to a more successful transition to the post-secondary level in Canada.
Hypothesis
It is my hypothesis that students who attended BC offshore schools perform better
academically than those that attended Chinese high schools in their first year of Canadian postsecondary education. Asian students typically combine the processes of memorizing and
understanding in ways not commonly found among Western students (Watkins, 1996). BC
offshore schools provide more English instruction that should improve the English abilities for
students, making comprehension and writing easier in their post-secondary institutions. Further,
the style of teaching from British Columbia certified teachers should make the students more
used to a western form of education. In the second part of the research, I hypothesize that
students who attended BC offshore schools will transition easier to Canadian post-secondary
institutions after completing the BC offshore program than students who attended Chinese high
schools, thus resulting in them being happier with their first year of education.
Method
Participants
Participants for the study will be selected from the student populations of Chinese first year
students enrolled at Thompson Rivers University and of Chinese first year students enrolled at

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the University of British Columbia. The participants will be chosen from BC institutions
because it is the highest recipient of BC offshore graduates compared to any other province.
UBC was chosen because it is the largest post-secondary institution in the province, in BCs
largest city (Vancouver). Thompson Rivers University (Kamloops) provides data from the other
end of the spectrum. The smaller institution, in a smaller town, geographically distant from
Vancouver, could provide cross comparison information that gives insight into the success and
happiness of BC offshore students, between different institutions. By conducting the study at
two separate post-secondary institutions, comparisons could be made between Chinese
international student academic success and happiness between the two. The participants will be
divided into comparison groups, ones that graduated from a BC offshore program and those that
graduated from Chinese high schools. It is expected that there will be more potential participants
from the group that graduated from Chinese high schools. In 2014, BC offshore students made
up 14% of the total first year Chinese students at Thompson Rivers University.
Instruments
The participants will complete a structured item Likert survey to determine overall happiness
with their first year of study at a Canadian Institution (table 1). The students will read each of
the eight statements, and rate how much they agree or disagree with the statement. The
statements were chosen to attempt to give an overall rating for students happiness. Granted, it is
possible for a student to disagree with a statement, and be happy with their first year experience
in Canada, but it is less likely than those who agree with the statements. I am confident that
overall, the more the students agree with the statements, the more likely they are to be happy
with their first year studying in Canada. Below is the rationale for the selection of each
statement.

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1) Canada is a great place to live - this statement attempts to encompass the students general
feelings towards Canada. This can range from environmental factors, to the people, to the food.
Participants will be most likely, comparing Canada to China, or an imagined other country of
study.
2) I have lots of friends - this statement is meant to rate the students feelings towards their social
network. Since this is relative for each student, the words a lot were used. A student that had
no friends in China could come to Canada and have three friends and feel like they have a lot of
friends. Brown and Aktas (2011) indicated that both mixed-nationality friendships and host
country friendships are beneficial to reduce loneliness and homesickness in international
students.
3) I feel safe - this statement is derived from Maslows hierarchy of human needs (Huitt, 2007).
If students are to feel happy in a place their self-perception of their safety is an important factor.
4) I do not miss China that much - this statement is designed to target feelings of homesickness.
It could be argued that homesickness does not give an accurate depiction of a students happiness
in Canada. One could be very happy in Canada, but still miss their mother country and
everything that comes with that (family, friends, food, weather, etc). However, I am operating
under the assumption that the less someone feels homesick, the happier they are in their present
environment. I included that much in this statement, because if the statement was I do not
miss China there would be an overwhelming response of disagreement with the statement. By
adding that much, I am asking the students to think about their homesickness on a scale, not
merely if they feel it or not.

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5) My first year was easier than I expected - this statement is designed to have students reflect on
their expectations of what their first year would be like, and compare their actual experience
against that.
6) I would like to live in Canada after I graduate - this statement is designed to have students
think about their future, to see if their first year in the country was positive enough to have them
entertain the idea of living in Canada after graduation.
7) Since moving to Canada, I am generally a happy person - this statement is the most direct of
the survey. The phrase since moving to Canada was added to this statement, to have students
focus their answer on the last year of their lives and not over their whole lives.
8) I am glad I chose to study at this school - this statement is intended to focus the student on
their satisfaction of their institution, comparing it to other schools they could have gone to in
Canada, China or elsewhere in the world.
Table 1
Statement
Canada is a great place to live
I have lots of friends
I feel safe
I do not miss China that much
My first year was more difficult
than I expected
I would like to live in Canada after
I graduate
Since moving to Canada, I am
generally a happy person
I am glad I chose to study at this
school

Disagree Somewhat
Disagree

Neutral

Somewhat
Agree

Agree

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To determine which group has had more academic success, grades point averages of each
group will be compared. To ensure anonymity of students, names will be excluded in the
reporting of data.
Design
The design of the research for determining happiness in the two cohorts will be a crosssectional survey. While this method would not provide understanding in the development of
changes over time, it provides a snapshot of attitudes of the groups, without having to wait years
to begin to analyze the data and draw conclusions. For determining if attending a BC offshore
school results in higher academic success and overall higher happiness, causal-comparative
research will be conducted. In this research, the effects of higher grades have already occurred
and we are trying to determine if attendance at a BC offshore school could be a cause. It should
be noted that this research is attempting to establish a relation between the variables, not a causal
connection. In this research, the groups being studied are already formed, differing in the key
variable in question, whether they attended a BC offshore school or a Chinese high school.
Procedure and Time Schedule
Initially, efforts will be made to contact and build a rapport with people at UBC who
could divulge the data of the grades and emails of the participants. Fortunately, rapport has
already been established with the Associate Director of International Student Services at TRU to
facilitate data collection. The data collection will be conducted over the last two months of
school (March/April 2016). Students will receive an email prompting them to complete the
happiness survey through Survey Monkey in March. A reminder email will be sent out in April
to non-respondents. Grade comparison and tabulation of the happiness survey will be carried out

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in May, 2016. Writing and the research report will be conducted through May, 2016 and June,
2016 and expected completion of the study will be July, 2016.
Data Analysis
The data analysis will include tabulation of the survey results and comparison of the grades. The
GPAs of each group will be tabulated to produce a mean for both groups. Further, standard
deviation will be used to determine the spread of the sets of GPAs around the mean. For the
questionnaire, students will be directed to answer questions on a 1-5 scale (disagree, somewhat
disagree, neutral, somewhat agree, agree) averages will be given to each question to see how the
groups compare on each question. An overall score will be given to each student by adding up
their scores and dividing by eight. This number will be given to determine their overall
happiness in their first year of studying in Canada. The groups averages will be totaled to
compare overall happiness in the first year of studying in Canada between the groups.
Limitations of the Study
The nature of the causal-comparative research design prohibits the researchers ability to
manipulate the study. Further, extreme caution must be exercised, as an apparent cause-effect
relationship may not be as it appears. If students that attend BC offshore schools have higher
average grades in post-secondary institutions in Canada it does not mean that enrollment in BC
offshore schools would ensure higher grades than if a student studied at a Chinese high school.
In this case, a relation would be established, but not a cause and effect relationship. It is possible
that other extraneous variables, such as socio-economics (students who attend BC offshore
schools with higher tuition, would generally come from families with higher socio-economic

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status compared to students who attended Chinese high schools), could be attributed for
differences in grades or happiness.
Another limitation of the study is that the results will paint all BC schools and all Chinese
highs schools under the same brush. In reality there are great differences between BC offshore
schools and Chinese high schools, but for the purposes of this study we are trying to make
generalizations. BC offshore schools, in particular, vary in terms of size, years of establishment,
geographic location, and ability to recruit students.
The study could run into trouble with the post-secondary institutions cooperation with
disclosing grades or email addresses. To combat this, a relationship will be established with each
institution prior to the start of the study, as well an assurance that students names will be
withheld to ensure anonymity. In discussion with the post-secondary institutions, benefits to the
schools will be presented such as how the results could help with budgeting for support of
Chinese International students, influencing admission procedures and potentially lower dropout
rates and failures.

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