Mind the Gap: Chinese Diploma Student Views of Bridges and Barriers to Transferring into a Canadian University

Autor/inn/en	Wilson-Mah, Rebecca; Thomlinson, Eugene
Titel	Mind the Gap: Chinese Diploma Student Views of Bridges and Barriers to Transferring into a Canadian University
Quelle	In: Higher Education Research and Development, 37 (2018) 3, S.635-648 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson-Mah, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2017.1405912
Schlagwörter	Student Attitudes; Articulation (Education); College Transfer Students; Statistical Analysis; Barriers; Information Needs; Decision Making; Foreign Countries; International Programs; Questionnaires; China; Canada + Suchen Sie Ihr Suchwort? Schülerverhalten; Articulation; Artikulation (Ling); Artikulation; Aussprache; Hochschulwechsel; Schulwechsel; Studienortwechsel; Statistische Analyse; Information need; Informationsbedürfnis; Decision-making; Entscheidungsfindung; Ausland; Fragebogen; Kanada
Abstract	One common modality of transnational higher education partnerships is programme articulations. These agreements typically include 1 + 3 or 2 + 2 or 3 + 2 arrangements, whereby students study in their home institution first, and then transfer to complete their degree studies in a partner host institution. In this type of programme articulation agreement, the transfer of students from the home institution to the host institution is not necessarily guaranteed, with many steps and challenges in the students' decision-making process. While there may be an expectation of articulation between countries and institutions when an agreement is signed, relationships, information and communication to support student transfer from home to host institution can be underestimated. This quantitative study examines a programme articulation arrangement between a Chinese polytechnic and a Canadian university, specifically through a student view. Findings identify barriers to articulation and also the information Chinese students identify as necessary to support their decision-making on whether to progress from a diploma (China) to a degree (Canada), and what types and frequencies of communication are expected. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01