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This study aims to present the Chinese entrepreneurial environment and explore Chinese tertiary students’ online-startup motivation on live streaming platforms. Based on the COM-B behaviour changing theory, this paper discovers various influencing factors from environmental opportunity and personal capability aspects. It analyses their effects under the cooperative system established among official departments, industries and universities. Meanwhile, considering social and cultural control, it also refers to the uncertainty-avoidance dimension from the Hofstede cultural theory and re-evaluates its influence on Chinese tertiary students’ online-startup motivation.

The authors analyse 474 responses from online questionnaires through partial least squares path modelling and variance-based structural equation modelling. The paper claims that environmental opportunity and personal capability factors positively affect students’ online-startup motivation, but uncertainty-avoidance thinking plays a negative role. The study also measures the importance-performance map analysis to explore additional findings and discuss managerial implications.

Both platform support and official department support positively impact Chinese tertiary students’ online-startup motivation and entrepreneurial skills learned from universities are beneficial for them to build online-startup confidence. Meanwhile, influenced by the cooperative system implemented among official departments, industries and universities, official department support positively affects platform support and entrepreneurial skills. Conversely, influenced by Chinese traditional Confucian culture, uncertainty-avoidance thinking negatively affects tertiary students’ online-startup motivation.

This paper demonstrates the analysis of Chinese tertiary students’ online-startup motivation drawing on the COM-B behaviour changing and Hofstede cultural theories. Specifically, this study divides influencing factors into three specific aspects as follows: environmental opportunity, personal capability and social and cultural control. Unlike existing research applying traditional research models, the combination of the COM-B behaviour changing theory and the Hofstede cultural theory could be conducive to making the research model reflect influencing factors and present their different relationships.

The purpose of this study is to examine the relationship between the cultural background of students and their learning approaches in a first year undergraduate accounting program.

While prior research in this area has more generally focused on the investigation of the approaches to learning by accounting students, there appears to have been little investigation into the learning approaches of students from different cultures who are studying accounting together at the same institution. The paper presents the results of a study of 550 students enrolled in an undergraduate accounting program at a multi‐campus university in Victoria, Australia, which used Biggs' study process questionnaire (SPQ) to assess the approaches to learning utilised by local and Chinese students.

The results showed that, while there were no significant differences in the use of surface and deep learning strategies by the Chinese and Australian students, there were significant differences in the learning motives of the two groups. Furthermore, the results contradict prior claims that Asian students rely principally on the memorisation and reproduction of factual information as a means of achieving academic success.

The study provides support for the notion that Chinese students may in fact have a culturally induced bias towards seeking understanding through deeper approaches to study.

The purpose of this study is to present the relationship between family support factors and Chinese college students’ online-startup thinking on live streaming platforms. Considering China's specific online entrepreneurial environment, this paper divides Chinese college students’ online-startup thinking according to the liberal–conservative thinking theory. This study classifies family support factors based on the tangible–intangible resource division theory. Different tangible and intangible factors have different impacts on their online-startup thinking.

This study tests 588 samples based on the partial least squares path modelling and variance-based structural equation modelling. This study promotes importance-performance map analysis to explore additional findings of influencing factors and provide suitable suggestions for Chinese college students and related departments.

Tangible family support factors, such as labour resources support, and intangible family support factors, such as verbal encouragement, can positively enhance Chinese college students’ liberal thinking to online-startup and decrease their conservative thinking. Meanwhile, according to importance-performance map analysis results, verbal encouragement from the intangible unit instead of financial resource support from the tangible unit has a higher total effect and performance on Chinese college students’ liberal thinking and conservative thinking.

This study draws on psychology research based on Chinese college students’ unique entrepreneurial mentality. This paper divides Chinese college students’ thinking in online-startups into liberal thinking and conservative thinking based on the liberal–conservative thinking theory. Meanwhile, according to the feature of Chinese family support factors, this paper classifies various elements based on the tangible–intangible resource division theory, which is helpful for scholars to understand that the student perceptions of the value of family support are critical to the success of the online-startup.

This study aims to analyse what factors influence ethnic minority group (EMG) college students’ attitudes towards promoting online start-ups and how their different attitudes impact their final online start-up behaviours on the live streaming platform. Based on the COM-B behaviour changing model and the theory of liberal and conservative attitudes, the research model has been established in this study, and it divides influencing factors into the environmental opportunity unit and personal capability unit.

To test relationships among the environmental opportunity, personal capability and personal attitude units, the partial least squares path modelling and variance-based structural equation modelling have been applied on the SmartPLS. Meanwhile, this study considers the regional difference between China’s developed and less-developed regions and promotes multi-group analysis based on it.

Research results show that the online start-up opportunity and capability positively affect EMG college students’ liberal attitudes but reduce EMGs’ conservative attitudes. Meanwhile, this study finds four significant differences, such as the path between conservative attitude and EMG students’ online start-up behaviour and the path between online start-up capability and conservative attitude.

This paper analyses the relationship between influencing factors and EMG students’ online start-up attitudes based on the COM-B behaviour changing model, contributing to the theoretical implications. Meanwhile, considering the impact of regional differences, this paper promotes the multi-group analysis and compares EMG college students from developed regions and others from less-developed areas.

E-entrepreneurship is developed based on digital platforms, having specific technical opportunities, such as the interactive ecosystem, fast payment method and online store function, without strict requirements for online entrepreneurs. Considering China’s e-entrepreneurship environment and cultural background, this paper aims to analyse individuals’ e-entrepreneurship motivation based on the capability–opportunity–motivation–behaviour (COM-B) behaviour changing theory.

Through testing 602 samples based on the partial least squares path modelling and variance-based structural equation modelling, the factors from the opportunity and capability units positively affect individuals’ e-entrepreneurship motivation. Meanwhile, because of the economic and social environmental differences between China’s urban and rural regions, this study promotes the multi-group analysis based on individuals’ regional backgrounds.

First, as opportunity factors, technical and policy opportunities have significantly positive relationships with individuals’ e-entrepreneurship motivation. Second, entrepreneurial and cultural capabilities are essential for Chinese entrepreneurs while making an entrepreneurial decision. Third, because of the e-entrepreneurial environment difference and educational system gap, entrepreneurial capability exerts a greater influence on the e-entrepreneurship motivation for Chinese individuals from urban regions, and cultural capability exerts a higher impact on the e-entrepreneurship motivation for Chinese individuals from rural regions.

Whilst the phenomenon of e-entrepreneurship is emerging as a popular entrepreneurship area of study, little research has systematically explored individuals’ e-entrepreneurial motivation and analysed influencing factors from macro and minor aspects. According to the COM-B behaviour changing theory, this paper discovers influencing factors from environmental opportunity and personal capability units, and it is helpful to present individuals’ attitudes to the platform-based business model.

The paper seeks to explore educational objectives and attitudes to assessment methods between Chinese and New Zealand European students.

A conceptual framework developed from the literature and feedback from the pilot study, explains the impact of factors on curriculum development in this study. This conceptual framework was designed to give preliminary insights into the subject area and form the basis of the research. Curriculum development and teaching style are seen as the product of cultural impact. The cultural impact is made up of factor inputs from demands made on the educational system. The prime data collection method was a self‐completion questionnaire. The population group was postgraduate management students at the Albany Campus of Massey University in New Zealand.

The responses from 110 postgraduate students in management studies at the Albany Campus of Massey University in Auckland, New Zealand, suggest that there is a relationship between culture and education. The study shows that the two student groups have different educational objectives and prefer different assessment methods.

Since this research is exploratory in nature and is restricted by sample size, the analysis of the research data was restricted to univariate analysis. In developing teaching styles and assessment methods at tertiary educational institutions where there are students from other cultural backgrounds, it is necessary to understand the reasons why these students enrol in various courses. To develop assessment methods without taking into consideration the learning styles of a changing student population will limit the extent to which expected knowledge transfer takes place.

This study shows that postgraduate students in management studies from different cultural backgrounds, ethnicities and nationalities may respond to educational styles differently. To force students into an existing mould is problematic and does not serve well in a globalisation process that is now imposed on all nations.

The quality of postgraduate management courses rests in part on the diversity of the student population, which in turn enriches the educational contribution of students generally. It is left to the teaching staff and the tertiary institutions to decide how to harness this variation. Educational paradigm shifts in technologies, methods and perceptions are needed if changes in education styles are to take place. Re‐allocation of resources to postgraduate education, in line with a dynamic and changing environment, is equally important.

The purpose of this paper is to investigate how Chinese cultural values influence “Little Emperors'” choice of study destination; and their preferred communication sources for university choice.

University students from the People's Republic of China (PRC) in New Zealand were surveyed with an instrument based on Schwartz's “Values survey” and the understanding that cultural values are a powerful force shaping consumers' motivations, lifestyles and product choices. A central‐location (libraries, lecture theatres) sampling strategy was employed.

The results from the research suggest that Chinese cultural values have an impact on “Little Emperor's” choice of international tertiary education and their preferred communication sources for university choice. The study shows that New Zealand society appeals for its low corruption and high level of honesty and fairness which are attractive to these “Little Emperors” because these values help to reinforce group harmony, a prominent characteristic of Chinese society. The “Little Emperor's” preference for using education fairs, university open days and representative agents as sources of information for university enrolment is consistent with the high context nature of Chinese society.

Few studies have attempted to understand how cultural values influence young Chinese students' decisions on study destinations and their preferred communication sources for university choice.

The purpose of this paper is to survey and consider the implications of the literature justifying the value of teaching poetry. There has been a long tradition of literature education in the English departments of Chinese universities. English Poetry courses are offered within optional literature modules in senior stages of a BA in English language and literature. In 2000, the new national syllabus for tertiary English majors was issued. This syllabus has brought the teaching of English into line with the perceived practical needs of society. As a result, poetry courses have been under threat within the degree. A substantial number of university teachers have responded to this threat with articles arguing the value of teaching of poetry.

The China National Knowledge Infrastructure (CNKI), the largest database of academic journals in China, reveals that from 2000 to 2013, 102 articles about teaching English poetry to Chinese people learning English as a foreign language were published in Chinese academic journals, of which 67 are concerned with English majors. This literature examines these 67 articles.

These articles justify the purpose of teaching English poetry, evaluate the content of poetry courses and share pedagogical strategies. The issues within this discussion fall into three categories: why teach poetry; what to teach in poetry courses; and how to teach poetry. Because the commitment of Chinese teachers to sharing their beliefs about teaching English poetry is positioned in the context of increased advocacy for the creation of inter-disciplinary market-orientated graduates, discomfort, uncertainty and the desire for change emerge in this discussion. On the other hand, teachers looking for change express caution about the costs of changing pedagogical approaches on the development of the skills of close reading and analysis of poetical texts.

This investigation of the local Chinese context resonates with and contributes to the wider discussion of the challenges faced by English literature teachers in both second- (L2) and first-language (L1) contexts and warrants examination. It is difficult to say in advance how far such knowledge could contribute to any policy decisions that may be made in the future, but it is important that the voice of teachers contributes to the larger international debate about the value of humanities in tertiary-level education.

The purpose of this paper is to provide for Western educators of international Chinese and Confucian Heritage Culture (CHC) students the first integrated review of kiasu, the “fear of missing out”, and its consequences for learning, teaching, and future research.

A review of the economic importance of international Chinese students is provided, followed by consideration of the pedagogical consequences of restricted participation in educational activities by the so-called “silent Chinese student”. Examination of research on international Chinese students and their source cultures established significant gaps and misunderstandings in the generally accepted understandings of CHCs, especially with respect to the actual practices used in Western and Chinese teaching. More importantly, the participation-related implications of kiasu within the context of broader cultural characteristics are described and implications drawn for teaching practices and research.

While many Western university teachers are aware of the “silent Chinese student” phenomenon, few understand its underlying reasons, especially the kiasu mindset and its relationship to other cultural elements. Kiasu actively impedes the interaction of international Chinese students with their teachers and restricts collaboration with peers, thereby limiting educational achievement. Specific tactics for amelioration are reviewed and recommendations are provided, while an agenda for future research is outlined.

Western teachers need to normalise and encourage Chinese student participation in class activities using tactics that have been demonstrated to improve outcomes for Chinese students, but that also assist students generally. These include both within-class and electronic interaction tools.

More culturally sensitive understanding of the impact of cultural differences on teaching effectiveness. While some effective responses to these already exist, further research is needed to expand the skill-set of Western teachers who work with international Chinese students.

This paper provides the first systematic integration of the kiasu phenomenon with educational practice and research.