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Approach Activity Competency Ethos Process Description Categories or types of activities used to describe internationalisation: such as curriculum, student/faculty exchanges, technical assistance, international students Development of new skills, knowledge, attitudes and values in students, faculty and staff. As the emphasis on outcomes of education grows there is increasing interest in identifying and defining global/international competencies Emphasis is on creating a culture or climate on campus which promotes and supports international/intercultural initiatives Integration or infusion of an international or intercultural dimension into teaching, research and service through a combination of a wide range of activities, policies and procedures Table 2.2: Approaches to internationalisation These four approaches to internationalisation place emphasis on differing aspects of internationalisation. They are different in orientation but complement each other as Knight (1999) suggested. Defining internationalisation may vary with differing orientations. Here the internationalisation of higher education is understood as a process of integrating ‗an international dimension into the teaching, research and service function of higher education‘ (Knight, 1994). Knight (2003) has grouped internationalisation of HE into internationalization ‗at home‘ and internationalisation ‗abroad‘. Internationalisation ‗at home‘ involves internationalisation of curriculum, learning and teaching processes, extra-curricular activities and liaison with local cultural/ethnic groups; internationalisation ‗abroad‘ includes movement of people, delivery of programmes, providers‘ mobility and international projects. Table 2.3 details activities under each group. The internationalisation of the curriculum and pedagogical approaches are of the essence in the process of the internationalization of higher education. The problem with the curriculum internationalisation in UK HEIs has been the sheer emphasis on the incorporation of an international dimension into curricular content through the infusion approach; the infusion approach to curriculum internationalisation is regarded as inadequate, with its ‗ethnocentric western pedagogy and emphasis on content-based knowledge‘ (De Vita & Case, 2003, p.394). 54
Internationalisation ‘at home’ Cross-border Education Curriculum and programmes -new programmes with international theme -infused international, cultural, global or comparative dimension into existing courses -foreign language study -area or regional studies -joint or double degrees Teaching/learning process -active involvement of international students, returned study abroad students and cultural diversity of classroom in teaching/learning process -virtual student mobility for joint courses and research projects -use of international scholars and teachers and local international/intercultural experts -integration of international, intercultural case studies, role plays, reference materials Extra-curricular activities -student clubs and associations -international and intercultural campus events -liaison with community based cultural and ethnic groups -peer support groups and programmes Liaison with local cultural/ethnic groups -involvement of students in local cultural and ethnic organizations through internships, placements and applied research - involvement of representatives from local cultural and ethnic groups in teaching/ learning activities, research initiatives and extracurricular events and projects Internationalisation ‘abroad’ Movement of people -students on award-based programmes through semester/year abroad, internship or research programmes, or full programme abroad - professors/scholars and experts for purposes of teaching and research, technical assistance and consulting, sabbaticals and professional development Delivery of programmes -programme/course moves not the student - includes educational or training programmes offered through a linkage or partnership arrangement between international/foreign and domestic institutions/providers. -credit or award is normally granted by the receiving partner/country and in some cases could be a joint or double degree. (If a foreign degree is involved then mobility of provider is applicable.) Mobility of Providers -institution/provider moves to have physical or virtual presence in the receiving country -foreign or international provider has academic responsibility for the programme and awards a foreign degree. The provider may or may not have an academic or financial partner in the receiving country -branch campuses, stand alone foreign institutions, some franchise models are example International Projects -includes a wide diversity of non-award based activities such as joint curriculum development, research, bench marking, technical assistance, e-learning platforms, professional development and other capacity building initiatives -projects and services could be undertaken as part of development aid projects, academic linkages and commercial contracts. Table 2.3: Analysis of International ‗at home‘ and ‗abroad‘ Education Categories (Knight, 2003) 55
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TRANSFORMATIONS THROUGH LEARNING: T
Page 3 and 4: ACKNOWLEDGEMENTS I have many people
Page 5 and 6: ABSTRACT This thesis explores the e
Page 7 and 8: CONTENTS ACKNOWLEDGEMENTS .........
Page 9 and 10: Learning and teaching styles ......
Page 11 and 12: LIST OF TABLES Table 1.1: Layers of
Page 13 and 14: CHAPTER 1: CONTEXTS OF ORIGIN Intro
Page 15 and 16: of openness (Deng 1984). China‘s
Page 17 and 18: p.249). They are restricted by the
Page 19 and 20: These schools of philosophy pervade
Page 21 and 22: and Northern Dynasties (386 - 581)
Page 23 and 24: Benevolence (ren) is the characteri
Page 25 and 26: Daoism‘s doctrine of non-action (
Page 27 and 28: Neo-Confucianism Neo-Confucianism w
Page 29 and 30: Chinese education values / underlin
Page 31 and 32: imperial civil service examination.
Page 33 and 34: The Chinese education system As the
Page 35 and 36: National College Entrance Examinati
Page 37 and 38: eferred to as a ‗jargon of broken
Page 39 and 40: Private learning of English has bee
Page 41 and 42: proficiency by taking the Test of E
Page 43 and 44: CHAPTER 2: CONTEXTS OF DESTINATION
Page 45 and 46: The original six civic universities
Page 47 and 48: University and Liverpool Hope Unive
Page 49 and 50: People‘s (1949) to policy change
Page 51 and 52: Massification of higher education T
Page 53: Thatcher‘s Conservative governmen
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Page 59 and 60: prospective students would certainl
Page 61 and 62: The lower satisfaction of East Asia
Page 63 and 64: Some international students take up
Page 65 and 66: challenged linguistically and cultu
Page 67 and 68: From the perspectives of psychologi
Page 69 and 70: four-stage acculturation theory, an
Page 71 and 72: ange of disciplines and areas. The
Page 73 and 74: settings; when reaching the end of
Page 75 and 76: (comprehension) in order to grasp e
Page 77 and 78: overwhelming advantage over any oth
Page 79 and 80: approach - by Biggs. The strategic
Page 81 and 82: version of the SBQ inventory - Stud
Page 83 and 84: The concepts and constructs of appr
Page 85 and 86: attend not only to his or her own t
Page 87 and 88: L2 research on transfer in writing
Page 89 and 90: their native language to assist the
Page 91 and 92: The next section of this chapter ex
Page 93 and 94: the teacher‘s role is consistent
Page 95 and 96: PART II - RESEARCH DESIGN This part
Page 97 and 98: I started primary school at the age
Page 99 and 100: after my study. However, in 1998, t
Page 101 and 102: In my previous studies, I taught th
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education from medieval or ‗ancie
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The methodology has built on - grow
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esearch, reliability and validity n
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Its total student population is rel
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contacts. The researcher once taugh
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Data collection phase two Value of
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PART III - INTERPRETATIONS This par
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These particular six student storie
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I think this culture shapes a very
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much in the first year except I mad
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was like a nightmare with fear and
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Figure 5.6: Ridi‘s perception of
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Again I was especially weak in list
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ecause I knew too little English to
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Figure 5.11: Peter‘s perception o
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The academic life here is higher th
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High School. In the second year, I
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CHAPTER 6: COMMUNITIES OF LEARNING
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… Since I was a child, my father
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would love to repay my family by be
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Chris was another participant who h
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having them completed as soon as po
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just have some short conversations
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found in Appendix 9. This finding c
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It was the kind of student-tutor re
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Chinese students are studying in co
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confidence gradually increased with
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in exams, such as grammar practice.
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prior English learning experiences
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een aware of the differences in rel
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learning and study skills, research
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Writing for academic purposes All p
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insufficient subject knowledge. In
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Previous studies (Arndt, 1987; Cumm
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perceived better practice than that
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factors, two other driving elements
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I believed that it would be more ch
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they spent some time studying in th
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get to learn their culture and to l
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of consulting with their parents ha
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awareness or intercultural understa
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I‘m disappointed with things are
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the interview that they have develo
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CHAPTER 9: CONCLUSIONS AND RECOMMEN
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elationship for these students is t
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students in this study value learni
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students from their home country an
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elated to professional practices, c
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Academic and pedagogical support Th
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their place of origin. They appreci
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are felt being genuinely accepted a
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support services and departmental a
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assistance to facilitate the achiev
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Having said all this, academics nee
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students‘ voices which are not of
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Angelova, M. and Riazantseva, A. (1
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Brown, R. (2009) The Operation of t
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Coffield et al. (2004) Learning Sty
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Jersey: Lawrence Erlbaum, cited in
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Guclu, N. (1993) A Study to Identif
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T. Duffy (2002) Psychometric Proper
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Krapels, A. R. (1990) An Overview o
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MacLeod, D. (2005) Colleges to Gain
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Ministry of Education of the People
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Perl, S. (1979) The Composing Proce
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Shi, L. (2006) The Successors to Co
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Thomas, G. (2002) Who Should Call t
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Ward, C. and Kennedy, A. (1996) Cro
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Zamel, V. (1984) In Search of the K
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Appendix 2: Consent form Title of r
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SECTION 4. CONSENT Is written conse
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SECTION 5. RISKS AND ETHICAL PROCUD
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Deanery Research Ethics Coordinator
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Appendix 5: Instruction on writing
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Notes: 1. Prompts for each question
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to come back and I regrouped with m
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Peter: I came to the UK in Septembe
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with them even more. Let me give yo
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second, or to say, my third languag
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Appendix 8: Student learning journe
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way as your first language. In othe
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When I recall my high school years,
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Figure 8.6: Mia‘s perception of h
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Max Max is a 24 years old male Chin
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My father arranged a house for me t
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Figure 8.10: Vincent‘s perception
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Alex‘s graphs of his learning exp
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classmates, I do not know why. Prob
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cultures, economic and legal system
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the fame of Foshan‘s china indust
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Figure 8.17: Kent‘s perception of
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languages. They had been chosen by
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teaching styles were different. In
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I have studied in UK for almost two
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Figure 8.24: Andy‘s perception of
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