In the blog this week, we will explore the extent to which contrasting cross-cultural perceptions of time can result in a potential time allocation challenges for students from a teacher-led learning context.
Monochronic vs. Polychronic time orientations
While several factors may contribute towards what appears to host educators as a tendency by some overseas students to complete tasks at the last minute, especially during the initial period of study, the key explanation can be located in the contrast between monochronic and polychronic time orientation (Hall, 1959). By way of an introduction, the primary behavioural characteristics that differentiate monochronic and polychronic time orientation are illustrated in the following table.
Monochronic People | Polychronic People |
Do one thing at a time | Do many things at once |
Concentrate on the task | Are highly distractible and susceptible to interruptions |
Take time commitments seriously (deadlines, schedules) | Consider time commitments an objective to be achieved only if possible |
Are committed first to the task | Are committed first to people |
Adhere religiously to plans | Change plans often and easily |
Emphasize promptness | Base promptness on the relationship |
Note. Hall (1965)
The position of several nations in relation to the continuum between monochronic and polychronic time orientation is shown below.
However, at this point we need to exercise caution to avoid slipping unintentionally into any form of negative cultural stereotyping.
First, the labelling of cultures as either monochronic or polychronic illustrates the typical behaviour of most members. However, some people in a monochronic culture will demonstrate attitudes and behaviour that appears closer to a polychronic orientation, and vice versa.
Then, it is essential to note that neither time orientation is in any way less effective, but just different.
Next, for those living within either time orientation behavioural expectations shared by members are experienced as being normal.
Finally, challenges only arise when the two orientations clash, as when students from polychronic cultures study in a monochronic learning context.
The contrasting approach to task management
First, monochronics experience time as a linear sequence in which all commitments need to be taken seriously, as time is constantly flowing into the past and events cannot typically be repeated.
The experience of time from the perspective of a monochronic student
For example, monochronic students are inclined to follow a sequence of steps in the process of writing extended assignments and ensure sufficient time to complete each step. Moreover, the draft stages are taken seriously as key points in the linear process at which an effort should be made to fully complete the task, or as much as possible, in the expectation that only limited changes will be required before submitting the final assigned task prior to the deadline.
In contrast, polychronics perceive time as a spiral in which events can come around more than once, which provides the possibility of changing plans and commitments regularly without experiencing undue stress. Indeed, time commitments tend to be regarded as a broad aim to be achieved only if possible.
The experience of time from the perspective of a polychronic student
Therefore, polychronic students tend to jump from one assigned task to the next at the last minute, while priority is typically only allocated to graded projects (Edwards & Xu, 2012). As a result, draft assignments are allocated minimal importance given the perception that real effort can be delayed till just prior to the final outcome deadline.
However, it is important to carefully note that what appears rather reckless last-minute action in the monochronic learning context is perfectly rational and workable in the polychronic teacher-led learning experience. The reason for this is that graded tasks in the teacher-led system are typically based on frequent progressive knowledge acquisition testing that can typically be revised close to the last minute.
Consequently, problems can arise for students from a polychronic context when faced with unfamiliar graded coursework assignments such as essays, reports, or presentations that require extended periods researching and critically reading complex academic texts (Edwards, 2016). More specifically, managing this contrasting allocation of time requires the learning of effective project planning skills that will be addressed in a future blog. For now, an example of the contrast between a monochronic and polychronic approach to planning and writing an extended essay is illustrated below.
Breaking down the process of developing a written assignment
Question 1
What might be the advantages of a polychronic orientation in terms of promoting a sense of well-being and reduced stress?
Question 2
How might host educators help overseas students focus more on the development process of key coursework assignments, rather than just the final graded outcome?
Question 3
To what extent might the numerous opportunities for social interaction and extracurricular activities at Anglo Universities contribute towards the challenges experienced by some overseas students with time allocation demands?
We shall explore Question 3 in the next post.
References
Edwards, R. A. (2016). Addressing student procrastination: an issue of personality or culture. Modern English Teacher, 25(1), 7–11.
Edwards, R. A. & Xu, Y. (2012). Academic writing and time management in a cultural context. English Teaching in China, (1), 18-22. https://www.xjtlu.edu.cn/assets/files/publications/etic/ETiC_Issue_1_Complete.pdf
Hall, E. (1959). The silent language. Doubleday & Company.
Meyer, E. (2014). The culture map: breaking through the invisible boundaries of global business. PublicAffairs.
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