Intercultural Learning in Transnational Articulation Programs: The Hidden Agenda of Chinese Students' Experiences

Autor/inn/en	Dai, Kun; Garcia, Jaime
Titel	Intercultural Learning in Transnational Articulation Programs: The Hidden Agenda of Chinese Students' Experiences
Quelle	In: Journal of International Students, 9 (2019) 2, S.362-383 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Countries; Multicultural Education; Cross Cultural Training; Intercollegiate Cooperation; International Cooperation; Articulation (Education); Higher Education; Universities; College Students; Student Experience; Student Adjustment; Stress Variables; Study Abroad; Learning Experience; China; Australia + Suchen Sie Ihr Suchwort? Ausland; Multikulturelle Erziehung; Interkulturelle Orientierung; Hochschulkooperation; Internationale Kooperation; Internationale Zusammenarbeit; Articulation; Artikulation (Ling); Artikulation; Aussprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Collegestudent; Studienerfahrung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studies abroad; Auslandsstudium; Lernerfahrung; Australien
Abstract	Many Chinese universities engage in transnational higher education by establishing articulation programs with international partners. Although research has broadly investigated transnational higher education topics, few studies have explored Chinese students' intercultural learning and adjustment experiences in these programs. This qualitative study explored seven Chinese students' experiences in two China-Australia articulation programs to add insights to this under-researched topic. The findings indicated that research participants' intercultural learning experiences were far more complex than the theoretical model of "stress-adaptationdevelopment." The students' agency, identity, and belonging underwent dynamic changes due to academic inconsistencies and differences, including the use of technology, assessment, and teaching strategies. This study suggests that it is important for educators to consider educational differences in designing and implementing transnational articulation programs. (As Provided).
Anmerkungen	Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jistudents.submission@gmail.com; Web site: http://jistudents.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01