`Beyond Our Imagination'

This article addresses cultural asymmetry experienced by Chinese students during their participation in an MBA at leading UK business schools. It discusses the pedagogical assumptions that underpin MBA education and the behavioural response of Chinese students to pedagogy. It argues that management teachers in UK business schools should be reflexive about the potential ethnocentrism embedded in their pedagogical approach, value cultural assumptions held by incoming Chinese students and explore these in a dialogic fashion, which takes account of power relations underpinning interactions between management teachers in the west and Chinese students.