Learning between Two Systems: A Chinese Student's Reflexive Narrative in a China-Australia Articulation Programme

Autor/in	Dai, Kun
Titel	Learning between Two Systems: A Chinese Student's Reflexive Narrative in a China-Australia Articulation Programme
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 3, S.371-390 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1515008
Schlagwörter	Comparative Education; Learning Experience; International Education; Universities; Higher Education; Educational Trends; Stress Variables; Cultural Differences; Culture Conflict; Self Concept; Learning Processes; Student Adjustment; College Students; Student Attitudes; Program Descriptions; Foreign Countries; Cultural Awareness; Study Abroad; Transformative Learning; Familiarity; Personal Autonomy; China; Australia + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Lernerfahrung; Internationale Erziehung; University; Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsentwicklung; Kultureller Unterschied; Kulturkonflikt; Selbstkonzept; Learning process; Lernprozess; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Collegestudent; Schülerverhalten; Ausland; Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Pädagogische Transformation; Individuelle Autonomie; Australien
Abstract	This article illustrates the author's transnational learning experiences in a China-Australia 2 + 2 articulation programme. Transnational articulation programme is being actively adopted by many Chinese universities to enhance the diversity of educational structures as a response to the growing trend of internationalisation of higher education. Although many existing studies have investigated the topic of transnational education, few have revealed students' learning experiences via a reflexive narrative approach. To add insights to this under-researched field, the author examined his learning journey in a 2 + 2 programme based on the intercultural adjustment model of 'stress-adaptation-development' and the concept of 'in-between' space. The narrative indicated that his senses of identity, agency, and belonging underwent constant change in the 2 + 2 learning process, which shaped his sense of in-betweenness. The exploration of such learning experiences could contribute to the literature on intercultural adjustment and transnational higher education from a student perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01