Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/334389 
Year of Publication: 
2025
Citation: 
[Journal:] Journal of Accounting and Management Information Systems (JAMIS) [ISSN:] 2559-6004 [Volume:] 24 [Issue:] 3 [Year:] 2025 [Pages:] 417-455
Publisher: 
Bucharest University of Economic Studies, Bucharest
Abstract: 
Research Question- How do direct entry accounting students perceive their experiences during a period of unprecedented disruption to the higher education environment caused by the pandemic? Motivation- With the internationalisation of higher education and the fact that UK Universities have become a major option for studying abroad, Chinese students represent one of the largest components of non-EU students in the UK. The present study responds to Heng’s (2018) calls for more research on the contextual understanding of Chinese students’ experiences. To the best of authors’ knowledge this is the first research in the UK that offers empirical evidence of Chinese direct (advanced) entry students’ perceptions of the impacts of the COVID-19 pandemic on their learning. Idea- The rapid shift to distance or blended learning resulting after COVID-19 created an unforeseen learning crisis and a significant disruptive impact on how students have developed their learning interactions with the physical university environment, teachers, and peers. Data- We conduct a qualitative open-ended questionnaire with 41 undergraduate Chinese students who directly enrolled into the final year of an accounting programme in the UK. Tools- This study is influenced by the sociocultural and cultural adaptation theories. Findings- This study offers unique insights on learning environment, teacher’s role, sense of belonging, and cultural adaptation and socialisation. The findings have applicability beyond the UK context. Contribution- We contribute to scarce academic literature on the experiences of direct entry students and highlight the implications for successful educational transition as well as the role of teachers in cultural adaption.
Subjects: 
international Chinese students
direct/advanced entry
learning experiences
higher education
crisis environment
accounting education
JEL: 
I21
I23
M40
M41
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by Logo
Document Type: 
Article

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