Learning Together? Experiences on a China-U.K. Articulation Program in Engineering

Autor/inn/en	Hou, Junxia; McDowell, Liz
Titel	Learning Together? Experiences on a China-U.K. Articulation Program in Engineering
Quelle	In: Journal of Studies in International Education, 18 (2014) 3, S.223-240 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315313497591
Schlagwörter	Engineering Education; Cultural Awareness; Longitudinal Studies; Barriers; Ethnography; Self Concept; Asians; Foreign Countries; Intervention; Social Integration; Interviews; Geography; Participant Observation; China; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Cultural identity; Kulturelle Identität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnografie; Selbstkonzept; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Soziale Integration; Interviewing; Interviewtechnik; Geografie; Teilnehmende Beobachtung
Abstract	This article reports some of the findings of a longitudinal ethnographic research study on the intercultural transition experiences of 50 engineering students in a China-U.K. articulation program. It focuses on the interaction between these students and the U.K.-based cohort, mainly home students. The findings indicate that lack of suitable interventions at the initial stage, the competition for insufficient resources, double-language barriers, and different questioning behaviors led the Chinese and U.K. students to self-categorize themselves into "us" and "them." The separation has a negative impact on peer learning. This research suggests that integration in the class can be promoted through developing a low-stakes learning environment, enhancing intercultural competence and developing a common in-group identity as engineering students on the same program. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10