How International Short-Term Mobility Experience Affects Full-Degree Abroad Experience: Insights from Chinese Students

Autor/inn/en	Xu, Xing; Peng, Jing; Xia, Yunni; Zhang, Rui
Titel	How International Short-Term Mobility Experience Affects Full-Degree Abroad Experience: Insights from Chinese Students
Quelle	In: Higher Education Research and Development, 42 (2023) 6, S.1549-1563 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Xing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2133092
Schlagwörter	Student Mobility; Foreign Students; Student Experience; Achievement Gains; Asians; College Students; Foreign Countries; Study Abroad; United Kingdom; Italy; Australia; Japan; Canada; South Korea; Belgium; Singapore; Spain; Denmark; France; Sweden; United States; Germany; Netherlands; China + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Studienerfahrung; Achievement gain; Leistungssteigerung; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Ausland; Studies abroad; Auslandsstudium; Großbritannien; Italien; Australien; Kanada; Korea; Republik; Belgien; Singapur; Spanien; Dänemark; Frankreich; Schweden; USA; Deutschland; Niederlande
Abstract	Despite an extensive body of literature scrutinising international students' short-term and long-term mobility experiences, little is known about the connection between the two. To address this gap, this study looks into the perception of a group of Chinese international students on how participation in their short-term mobility (STM) experience affects their navigation of subsequent full-degree experiences. Based on a qualitative investigation into 31 participants, drawing on the ABC theoretical model, this study manifests that penetrating diverse fabrics, the STM experience revealed impacts on the students' preparation for, operating and imagining their long-term study trajectory and beyond. These impacts are embodied in affective, behavioural and cognitive learning gains that are predominantly perceived as positive forces that facilitate navigation of a longer course. The study suggests some implications for stakeholders involved in students' international mobility programs and concludes with directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01