The purpose of this paper is to provide a new approach towards the understanding of teacher‐student relationships in the context of management education in China, and to promote collaborative learning.
The paper critiqued the current model of management education in China and highlight the reasons from a cultural and historical perspective. With examples from her teaching practices the author argued why a new teacher‐student relationship is necessary in developing China's future managers.
Creativity and innovativeness of Chinese learners can be fostered by a collaborative approach of teaching and learning.
Management educators in China need to challenge their deeply held assumptions about teaching and learning, and actively experiment with new approaches towards developing students' critical thinking ability and creativity rather than reinforce the established power relations between teacher and student.
This paper offers a new perspective towards understanding teacher‐student relationships in China which has the potential to transform both teachers and students, and to contribute to the development of a new generation of competent Chinese managers.
