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1
Hsiang, Ying Ying Nikko. "Overseas doctoral students' identity evolution." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/22089.
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This qualitative research follows narrative enquiry principles and explores the implications of studying abroad for overseas doctoral students’ identity evolution. The research argues for the legitimacy of the concept that views identity as a state that evolves over time and across space as it undergoes ambivalence and emancipation (Bhabha 2004; Hall, 1990; Rutherford, 1990). The inquiry was informed by the data collected from in-depth interviews of eight overseas doctoral students from seven nationalities, three academic disciplines, and at different stages in their Ph.D. research. They were individually interviewed four times with an interval of three months in between from 2011 to 2012. The narratives concerning their learning and living experience, interpreted in the light of academic, personal, social, and cultural and national aspects of life, contextualise the participants and reveal their identity evolution and hybrid identities. Findings address dynamics of the Ph.D. journey, supervisory issues, socio-economic factors, national and cultural identities developed overseas, change over time and across space, and impact of being involved in this study. These findings reveal that the overseas doctoral students’ doctoral journey is extraordinary in that it reflects a period of time that is dynamic and destabilizing; it can pose the risk of a loss of cultural identity; it can be transactional; it reveals the family as a strong support system; it illustrates that global awareness is fluid that the social life can undergo ambivalence and emancipation from social codes and cultural norms, and that hybrid identities have various forms. The implications of this study are that there is no linear progression in identity evolution, that being empowering is not always the result of hybrid identities, that a past-present-future dynamic emerges to facilitate identity evolution, and that an overseas doctoral education is part of a personal life spectrum. My study underscores the value of the role of a holistic supervisor that unifies the roles of a mentor and an advisor; indicates that Ph.D. host institution is advised to see overseas doctoral students as more than ‘students’ but as whole persons developing under different circumstances; and, problematises the notion of objectivity in conducting a research study such as this one in which the advantage of empathy outweighs the risks of subjectivity. I distinguished between what I found to be particular to overseas students as compared to observations that I found to be applicable to all doctoral students. While Ph.D. phases, student-Ph.D. relationship, additional requirements and work during the Ph.D. process, supervisor issues, and identity presentation, shifts, and management were indicative of the general doctoral students’ learning and living experiences, writing concerns, socio-economic factors that involved home country situations, friendship sought in a different context, socio-cultural adjustment, and cultural and national identities were signposts of the doctoral student with overseas status. Most importantly, my study suggests that overseas doctoral students are distinct and worth studying and their identities were responsible for a myriad of situations for them to evolve.
2
Eckermann, Simon Douglas. "The market for overseas students in Australia /." Title page, table of contents and introduction only, 1991. http://web4.library.adelaide.edu.au/theses/09EC/09ece1917.pdf.
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Hamid, Abdalla Abdel Rahman Mohamed. "Stress processes in British and overseas students." Thesis, University of Dundee, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361600.
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Jiang, Bo. "An evaluation of current British policy concerning overseas postgraduate students." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337407.
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Curtis, Andrew. "Language, learning and support : overseas students at a British university." Thesis, University of York, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283436.
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Hyde, Meredith Ellen. "An American study abroad programme : considering the premise." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365662.
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Twigg, Christine Julie. "A grounded theory study of overseas students in an English university." Thesis, University of Huddersfield, 2006. http://eprints.hud.ac.uk/id/eprint/5966/.
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Kole, John Kirwa Tum, and jkole2002@yahoo com. "Case Studies Of Overseas Kenyan Students At La Trobe University, Australia: Academic And Related Challenges." La Trobe University. School of Educational Studies, 2007. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20090130.115451.
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This study involves an exploration of the perceptions of four overseas Kenyan students about their educational experiences at La Trobe University. A related aim of this research is to find out how these four students� previous learning in Kenya affects their learning and living experiences in Australia, for instance, in terms of demands associated with differences in learning and teaching styles, cultural expectations and proficiencies in English.
A non-positivist, qualitative methodology is adopted for this research which employs an interview-based case study approach. Qualitative research demands that the world be approached with the assumption that nothing is trivial and that everything has the potential of being a clue which might unlock more comprehensive understanding of what is being researched.
While the findings of this study confirm current understandings of the issues that international students commonly face, they also provide a more complex and individualized picture of the needs and aspirations of overseas Kenyan students. As the case studies demonstrate, the academic and related challenges four Kenyan students have encountered at La Trobe University are best understood in relation to several contexts. The difficulties these international students have experienced in the context of transition or border crossing � between two countries, cultures and educational systems � were exacerbated by inadequate pre-departure preparation and orientation on arrival. Incongruities between two educational systems � in particular between their prior teacher-centred schooling in Kenya and the unfamiliar student-centred university education in Australia � colour the academic and related challenges such students struggle to address, at least in their initial year at University. The broader, global context of the commodification and marketization of higher education � along with increasing strains of an under-resourced university sector in Australia � also impinge upon the lives of these four La Trobe students, in a variety of ways.
9
Felix-Corral, Maria Concepcion. "Women in scientific exile : an ethnography." Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268277.
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Ngoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.
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The increasing number of economic and cultural aid programmes for
Vietnam to reconstruct its war-torn economy in recent years from the
United Nations Development Programme and other international and
governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems
that face Vietnamese scientists and technicians working in these aid
programmes have been a major concern of many educational
institutions in Vietnam and a reason for the author of this Study
Report to take up this study.
Chapter one of this study covers major stages of development of the
teaching of English for Specific Purposes (ESP) and various factors
that influence the teaching of ESP.
Chapter two discusses some current issues in the teaching of ESP in
Vietnam with special reference to course organization, syllabus and
material design at the Hanoi Foreign Language College. It also
points out some misunderstanding and misconception in the teaching
of English to Vietnamese scientists and technicians.
Chapter three looks at major language problems that Vietnamese
students meet when they go to study at different colleges or
universities in English speaking countries. A close investigation
will be carried out over a number of Vietnamese veterinary doctors
studying at the university of Queensland in Australia.
Chapter four is concerned with the selection of suitable syllabus
models for ESP/EAP courses at HFLC and also attempts to work out
appropriate syllabuses for EAP courses for Vietnamese students going
to study overseas.
The final chapter suggests some further considerations for
organizing ESP/EAP courses at HFLC especially for material
production, ESP teacher training and ESP testing.
It is hoped that this Study Report will give language teachers in
the ESP Department at the Hanoi Foreign Languages College a clearer
picture of what ESP is all about and provide some guidelines for
successful organization of teaching ESP and EAP to Vietnamese
students.
11
Bush, Denise, and n/a. "Writing in the university : faculty expectations and overseas tudents' performance." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060622.132041.
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Two surveys were conducted at the University of Canberra
in 1992 to seek the views of faculty on issues regarding
academic writing. The first survey sought to ascertain what
criteria faculty employ when marking student writing. It
asked faculty to indicate the importance of certain key features
in the writing of university students. These key features were:
Content, Argument, Style, Organisation, Communicative Ability,
Vocabulary, Use of Literature and Punctuation. Faculty were
requested to rank the importance of aspects of each of the nine
key features.
The second survey asked faculty to assess an actual
assignment written by an overseas student, using the structure
of the nine key features of writing as above. Faculty were
invited to indicate the strengths and weaknesses of the
assignment which they were assessing.
The aim of the surveys was to better inform teachers of English for Academic Purposes (EAP) classes, who prepare
overseas students for study at university. EAP teachers need
to know the expectations of faculty, in order to give overseas
students a realistic view of what faculty expect from their
assignments and the kinds of. weaknesses which faculty find in
overseas students' writing.
The survey found that content-related features such as
Content, Argument, Organisation and Communicative Ability
were considered more important than form features such as
Punctuation, Grammar, Style and Vocabulary. Use of Literature
was found to be a very important feature in some faculties but
not in all. Surprisingly, Style was the feature which evoked the
greatest variety of responses from faculty; however, in general
faculty agreed that Style had to be appropriate to the topic or
task, rather than there being a set format for academic writing.
From a factor analysis of data, four underlying principles
for academic writing were derived. These principles were:
relevance, appropriacy, accuracy and clarity. Thus, academic
writing, according to the faculty surveyed, should be:
1) relevant to the topic and to the internal argument of the
assigment;
2) appropriate in the style, tone and use of literature;
3) accurate in its vocabulary, grammar and referencing system.
4) clear in its argument and organisation of ideas.
For the most part, faculty responded favourably to the
overseas student assignments, which were assessed in the
second questionnaire. Faculty indicated that the main
weakness in overseas student writing was in their argument.
The surveys also found differences between different
Faculties in the importance they place on these key features.
It was postulated that the Science Faculties (Applied Science,
Environmental Design and Information Science and
Engineering) would be fairly similar in their views on writing,
as would the Humanities Faculties (Communication, Education
and Management). This was found to be only partly true. The
views of Information Science and Engineering faculty were
found to be more similar in many of their attitudes to the
views of the Humanities faculty. However, in some ways, their
views were unique and unlike any other Faculty. In particular.
Information Science and Engineering faculty place little
emphasis on writing as a method of assessment and, perhaps
as a consequence, even less on the use of literature in writing
From the survey, it also appeared that, in general, faculty
make some allowances for the fact that overseas students are
L2 speakers. They tend to overlook mechanical errors so long
as the content is acceptable.
12
Gouws, Renaldo. "The impact of affirmative action on overseas employment decision of final year students." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1241.
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Economical and educational problems are caused by the reversed effect of the Employment Equity Act and Affirmative Action. One such problem is called “brain drain” (Lundy, 2006), The general aim of the research was to determine whether affirmative action caused final year students of the Nelson Mandela Metropolitan University to consider overseas employment. A literature study was conducted before the empirical objectives were reached. The empirical study was of a quantitative descriptive and inferential nature. A cross-sectional survey design was used to achieve the empirical objectives. A self- administered survey package was handed out to final year students within the various disciplines at their various classes. One hypothesis was tested. The results indicated that support was found for the hypothesis. The findings are discussed in relation to the data gathered. The implications of the research and the limitations of the study are outlined in the Results chapter.
13
Wang, Chen. "Intercultural competence and short-term overseas study programs: An investigation with healthcare students." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134412/1/Chen_Wang_Thesis.pdf.
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The research used a mixed-methods and longitudinal approach to investigate the efficacy of short-term overseas study programs in promoting intercultural competence among Australian healthcare students. Results showed that overseas study experiences are one of the most significant factors affecting intercultural competence. Short-term overseas study programs can contribute to the development of cultural knowledge, but had limited effects on cultural awareness, attitude, or skills.
14
Pisani, Edward F. "A study of school board member concerns in selected K-12 American sponsored overseas schools." Diss., This resource online, 1988. http://scholar.lib.vt.edu/theses/available/etd-07282008-135629/.
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Johnston, William F. "Responsiveness in American schools overseas: discrepancies between parental expectations and school performance." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53538.
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The purpose of the study was to determine the educational priorities of parents with children enrolled in American Sponsored Overseas Schools in South America, and to compare those priorities with their perceptions of school performance. Responsiveness was defined as the relationship between priorities and perceived performance.
Parents of secondary students enrolled in member schools of the Association of American Schools in South America, Inc. were the population for the study. A purposive sample of four schools located in Argentina, Brazil, Chile, and Uruguay were surveyed. A low response rate reflected the nature of the population. Characteristics of non-response in overseas settings are discussed. Results were biased in favor of the politically interested/active parents.
Frequencies and crosstabulations were used to describe responsiveness levels, relationships between responsiveness and demographic characteristics, levels of parent satisfaction, and relationships between satisfaction and respondent characteristics. The findings indicate that respondents were a demographically homogeneous group. Parents responding were satisfied with their schools and felt that the schools were responsive to their needs. No significant predictors of either satisfaction or responsiveness were found.Ed. D.
16
Sebastian, Eugene Francis. "PROTEST FROM THE FRINGE: Overseas Students and their Influence on Australia’s Export of Education Services Policy 1983-1996." Discipline of Government and International Relations, 2010. http://hdl.handle.net/2123/5833.
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Doctor of Philosophy (PhD)The thesis investigates the motivations behind, the methods used in, and the results of the overseas students’ collective action contesting the measures, which the Australian government introduced from 1983 to 1996. As a group of temporary residents located outside the boundaries of domestic political systems, yet within the core of Australia’s revenue earnings, overseas students independently mobilised in an attempt to influence the Australian Government policy on education from a position of limited political, social and legal rights. As temporary residents on short-term permits fully regulated under prescribed immigration rules, overseas students employed conventional repertoires of contention— they established formal structures, adopted action tools, framed their claims, internationalised their protest, formed alliances — in an attempt to mobilise resources and access existing avenues to influence government’s export of education services policy. Their mobilisation response and campaign strategy achieved modest success in securing some policy concessions, particularly during the early stages of education aid reform. Their strategy, however had to evolve as the fledgling export of education services expanded and eventually they shifted their position to fully embrace and reinterpret the government’s own ‘language of liberalisation’, which they used to greater effectiveness in making subsequent claims. Overseas students ability to procure concessions is derived not from their political or universal rights to education, but from their ability to influence policy changes based on their importance and strategic location in the Australian economy. In other words, government, universities and industry stakeholders have increasingly become dependent on substantial revenue earnings derived from overseas students and have become susceptible to potential chaos that may be precipitated if current students withdrew from the economy, or potential students choosing alternative education service destinations.
17
Kuo, Yu-Ching. "Learner, customer or ambassador? : identity constructions of overseas students in the discourse of entrepreneurialism." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006493/.
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In this thesis, I examine overseas students' identity construction in the context of entrepreneurial discourse in relation to the way that the UK government, UK higher education institutions, and university staff and overseas students interact with one another. Overseas students' identity is multifaceted. I am interested in how overseas students' learner and customer identities are constructed and reconstructed in the process of negotiating entrepreneurialism and its interrelated and competing discourses, such as such as OSs as learners, OSs as customers, OSs as change agents and OSs as ambassadors. My empirical research is carried out as qualitative research drawing on ethnographic approaches, and conducted in four UK universities. I interviewed more than 50 postgraduate overseas students and 22 university staff at different levels across universities. My analytical scope is influenced both by interactionism and poststructural concepts of discourses and ideas, emphasising the micro/macro links, rather than posing a dichotomy between micro/macro analytical levels. My central argument is that the ways in which university staff negotiate the notions of 'learner' and 'customer' influence overseas students' identity constructions. The hidden debates on overseas students' learner and customer identities were latently entwined with the construction of overseas students as victims, as problems and as beneficiaries of the marketisation of higher education. These hidden debates illuminate challenges which overseas students have to overcome, when they resist and negotiate their learner and customer identities. My research should counterbalance the one-sided and distorted perspective of overseas students, particularly made by the media, which portrays them as sources of income as well as sources of problems for the UK universities.
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Ruan, Nian, and 阮念. "How far from gaining more bright brains : a study on the factors that make Chinese overseas postgraduate students stay abroad." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209651.
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As a large export country of international students and an active player on the globalization arena, China’s attractiveness for its overseas students has increased significantly so it sees the greatest amount of overseas returnees in recent years. Nonetheless, considerable numbers of postgraduate students with strong academic and professional competence choose to stay in the host country. The paper aims at seeking understanding of the main considerations of these young talents when they decide to stay after graduation. The “push-pull” factor framework in higher education firstly raised by P. G. Altbach is used to analyse the online interview data of 12 participants who are working or pursuing further study in the receiving country. The results reveal that freedoms and constraints in aspects of career/academic development and cultural/social life in both home and host countries are placed the most emphasis. What the interviewees valued most are: access to different career choices and professional development, fair competition, freedom of lifestyle and cultural recognition. This paper provides information useful for approaching the “brain drain, brain gain or brain circulation” problem in the Chinese context and outlines the importance of efforts made by Chinese higher education system and the whole society to retain the bright brains.published_or_final_version
Education
Master
Master of Education
19
Hu, Jing. "Overseas Chinese students’ attitudes toward the role of China in the circumstance of global climate change." Thesis, Linköpings universitet, Tema vatten i natur och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90449.
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Global climate change is becoming increasingly evident. There has been increased attention paid to the impact of human activity on climate. As a rising power, China’s energy needs to fuel its rapid economic growth with the resulting potential impacts of climate change presents an enormous climate policy dilemma not only for China but also for the entire world. The role of China is an issue of perennial concerns at the international climate change negotiation: its energy saving, emission reduction and clean production reflect China’s dual objectives about sustainable development and efforts on international legal obligations.Education abroad is an integral part of China’s development strategy. The abroad Chinese students who possess the knowledge, technologies skills and ideas, as well as information are playing an important role to assist China retain or increase its competitive advantage. The aim of this paper is to analyze the abroad Chinese students’ opinion on China’s role under the circumstance of global climate change, with main focus on three aspects: Energy consumption and environment situation in China; Several current domestic policies regarding problems of climate change and energy consumption in China; Issues facing the country on its road map to future mitigation action regarding climate change.Alongside the interviews carried out within ten overseas Chinese students, using the social science of Science, Technology and Society (STS) especially its public understanding of Science and Technology as the theoretical perspective, this thesis is exploring the interviewees’ attitudes toward current China’s climate change related issues from a deeper sense of human, culture and public perspective.
20
Ghafar, M. Najib. "A study of relationships between pre-enrollment factors and university success of Malaysian science students overseas." Thesis, University of Surrey, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387008.
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Githiomi, Jane, and n/a. "Overseas students and library use : a study at the Australian National University and the University of Canberra of patterns of use and difficulties encountered." University of Canberra. Information, Language & Culture, 1994. http://erl.canberra.edu.au./public/adt-AUC20060712.093327.
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The present study attempted to investigate the usage of libraries by overseas
students. The research was carried out in two universities in the ACT, namely,
the Australian National University (ANU) and the University of Canberra (UC).
The study investigated two main aspects: the use of institutional as well as other
libraries in the ACT, and the difficulties encountered in utilising institutional
libraries. These two aspects were also treated as the dependent variables.
Relationships between these two dependent variables and the following
characteristics, which were regarded as the independent variables, were tested: the
institution attended (ANU or UC), having had library orientation in the
institution attended, previous use of libraries, mediums of instructions in
previous educational institutions, level of study, year of study, period of time
spent in Australia, gender, and age.
The research used survey methodology. A questionnaire was sent to a sample of
521 overseas students and a response rate of 72 percent was obtained.
With regard to the use of institutional libraries, it was found that most students
visited their libraries more than once a week. The three most used library
facilities were borrowing books, use of library staff for assistance and the short loan
service, while the three least used facilities were inhouse information sheets,
abstracts and indexes, and CD-ROM databases. The three most used libraries in the
ACT in descending order were the ANU library system, the National library of
Australia, and the University of Canberra library.
Difficulties encountered in utilising institutional libraries included difficulty in
utilising library facilities, difficulty with library rules and regulations, difficulty in
looking for required materials in the libraries, unsuccessful library visits,
difficulties as a result of English being a second language, difficulty following the
layout of the libraries and perception of the libraries' atmosphere.
Relationships were found between some of the independent variables and the
dependent variables. In some cases, the findings were expected while in other
cases they were unexpected. With the unexpected findings, it is possible that one
or more independent variables, other than the ones under consideration,
influenced the findings thus leading to surprising results.
The study concludes with recommendations and suggestions for further research.
22
Liu, Sherry. "Effectiveness of a University Bilingual Degree Program Among Overseas Chinese." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5497.
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The language and communication skills of foreign students have long been a concern in
U.S. universities. The majority of U.S. universities require foreign students for whom English is not their native language to take English language proficiency tests such as the Test of English as a Foreign Language (TOEFL) as part of admission requirements. Some universities have included interventions to increase the success of Chinese students against their struggle to understand English course content. One such program is the Gateway to Successful Tomorrow Bilingual Degree Program (GST). The gap to be addressed on this study was that the effectiveness of GST has not been formally evaluated among foreign students particularly overseas Chinese students studying at U.S. universities. The purpose of this study was to examine the effectiveness of the GST among overseas Chinese students studying at U.S. universities as measured through students' grade point averages (GPA) and TOEFL scores. The theoretical framework that guided this study was the Vygotsky's sociocultural theory. The quantitative study used a causal comparative design to gather quantitative data from student achievement records and TOEFL scores. Pearson's correlation analysis and analysis of variance were conducted to predict if underlying relationships exist among variables. Key findings of the analyses showed that GST students had a significantly higher GPA than non-GST student. However, results also indicated that there was no evidence that the GST program significantly improved TOEFL scores. The GST program had an overall positive impact on the international Chinese students' academic performance and with continued research international students stand to gain even more from this program.
23
Tin, Tan Bee. "A study of group interaction patterns of overseas Malaysian students on British undergraduate programmes : framing of ideas." Thesis, University of Chichester, 2000. http://eprints.chi.ac.uk/938/.
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The thesis investigates the way ideas are developed and framed in group interaction tasks on British undergraduate programmes for Malaysian students. The introductory chapter of this thesis states the three major aims of the study - educational, linguistic and cross-cultural. The study aims to investigate the role of talk in constructing valuable educational knowledge in group discussion tasks, the role of language in mediating the process of generating ideas, and the way knowledge is constructed by students from different socio-cultural educational backgrounds and what this tells us about the socio-cultural view of knowledge students might have been socialised into. The thesis proceeds with a discussion of the methodological issues involved in data collection, analysis and description. This is followed by a discussion of the theoretical parameters on which the study is grounded and the educational linguistic approach which is adopted in the study. Each of the three following chapters of the thesis addresses each of the aims of the study. The findings arising from the study are illustrated with reference to various group discussion tasks recorded and interview data. The thesis concludes with a review of the implications of the findings of the study for pedagogy and research.
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Ota, Midori. "Japanese schools overseas : their development and a case study of a supplementary school in Vancouver, Canada." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28193.
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The number of Japanese students who experience overseas schooling is increasing. After a few years overseas, these children accompanied by their families return to Japan. Because of serious schooling competition and exclusive social climate against foreigners and returnees, those children sometimes find it extremely difficult to readjust to the Japanese school and society.
One of the reasons for this condition lie in misconceptions about the returnees and the lack of concern by school teachers in Japan. Concurrently, teachers in local schools overseas have some difficulty understanding the situation and needs of their Japanese students who temporarily stay in their schools.
This thesis discusses the background of Japanese overseas schools, and reviews governmental documentations on these institutions. It investigates a case study of the Vancouver Hoshu Jugyo Kou, a supplementary Saturday school. Survey questionnaires were administered to 99 students in Grades 4 to 9 in this school, interviews were conducted with the principal, twelve mothers, a consulate from Japan, and ESL specialists of the Vancouver School Board. The HJK school report in 1986-7 has been analyzed.
Study findings indicated the distinctive role of the HJK for Japanese students in Vancouver and the particularities of its locating in the Vancouver Japanese community. Some suggestions for the future development of overseas Japanese schools are examined.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Findlay, Rachel Sophia Mary. "International student transitions in Higher Education : Chinese students studying on a professionally accredited undergraduate accounting degree programme at a Scottish university." Thesis, Edinburgh Napier University, 2017. http://researchrepository.napier.ac.uk/Output/1037580.
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The UK Higher Education (UKHE) sector has expanded overseas student numbers in recent years bringing significant economic and financial benefits to the sector and the economy. Yet, overseas student numbers are now under threat due to international competition, UK immigration law and the recent referendum decision to leave the EU. As a result, two key challenges arise for UKHE: the need to operate effectively in an international market; and, to meet the increasing expectations of international students (Grove 2015).Chinese students form the largest overseas country group studying in the UK with 21% of all overseas students. Business studies, including accounting, is the most popular subject area with nearly 40% of all overseas students (UK Council for International Student Affairs, 2016). This DBA study explores the learning experiences of a cohort of overseas Chinese students who have transferred from two years of study at colleges in China to a professionally accredited accounting undergraduate degree programme at a Scottish university. The overarching aim is to understand the nature of the students' learning experiences in the context of the degree programme in which the study takes place. The research was conducted from a critical realist theoretical perspective and used a qualitative research method to develop an understanding of the nature of the learning experiences as perceived by participants. Research data, gathered from focus group interviews with student participants, was analysed thematically. Findings show that issues with English lead to low levels of integration with other students, resulting in participants turning towards a learning strategy of independent learning among themselves. This further restricts exposure to English, including specialised accounting vocabulary, accounting concepts and theories, and cultural experience. The findings make a contribution to knowledge in terms of how this group of overseas Chinese students perceive and respond to their learning experiences of a Scottish accounting degree programme including aspects of the specific accounting subject discipline. Recommendations offer considerations to enhance LTA practice in the wider HEI context and the accounting discipline.
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Xiong, Zhao Ning. "Cross-cultural adaptation and academic performance : overseas Chinese students on an international foundation course at a British university." Thesis, University of Bedfordshire, 2005. http://hdl.handle.net/10547/287381.
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The aim of the present research study was to examine the cross-cultural adaptation experiences of overseas Chinese students studying on an International Foundation Course (hereafter IFC) at Luton University, in an attempt to: 1) gain a better understanding of the sociocultural adjustment difficulties and psychological adjustment problems experienced by the Chinese students and their perceived importance in adapting to sociocultural events in the new environment; 2) to examine factors that are related to the students' sociocultural adjustment, psychological adjustment and academic performance; 3) to explore the strategies used by the students for handling obstacles; 4) to integrate research perspectives from different fields (e.g. cultural adaptation, international education), and to re-assess current theoretical models in the light of this. To gain new insights into the dynamic and multi-dimensional nature of cross-cultural adaptation, this two-phase, sequential mixed method study was designed firstly to obtain quantitative results from a sample of the IFe Chinese students and then to follow up a few of the students and their teachers to explore those results in greater depth. In the first phase, a total of 126 of the students participated in the cross-cultural adaptation survey. In the second phase, twenty of the respondents of the earlier survey and seven of the IFC teachers were invited for a semi-structured in-depth interview. Results of the survey indicated that the IFC respondents regarded themselves as having "slight to moderate difficulty" in coping with the new culture, more specifically, interactions with people of other nationalities were perceived as more difficult than the academic demands, which in turn were seen as more difficult than daily life demands. With regard to psychological adjustment, most of the IFC students did not have clinical depression symptoms. Psychological adjustment was found to affect academic performance (measured by GPA). An examination of the students' GPA showed that more than half of the students had a GPA in the 'bare pass' category and half of the respondents had negative perceptions of the university, many of whom regarded the university to be worse than they expected. Results of the in-depth interviews from the students and teachers corroborated and added some further insights to the findings of the survey. After discussing the empirical findings in relation to the relevant theories and research studies, a number of recommendations are offered respectively for international students, for staff working with international students and for university authorities.
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Hu, Jun-Feng, and 胡俊鋒. "Chinese Overseas or Oversea Chinese: The Multi-identity of Chinese Mainland Students in Taiwan." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/39613929426492598448.
Full textAbstract:
碩士國立臺灣大學
心理學研究所
102
Mainland China students have been allowed to study in Taiwan since 2011. Most research in the past had only focused on the implementation of the Taiwan education policy and evaluation, while little attention was given to how these students adapt to the difference between Taiwan and Mainland. Considering the special history between Taiwan-Mainland from 1949, this study examines how migratory experience impacts the configuration and transformation of national identities. In particular, we explore how these students negotiate their ambiguous subject positions in discourses that are interwoven between ROC and PRC, Taiwan as imagined and reality, homeland and foreign country. There are three parts in our study: the first study uses the Chinese In-Group Trend Scale to survey students in Taiwan, Mainland Chinese students who came to Taiwan for higher education, and Chinese students. It was found that Mainland Chinese students have significantly reduced Chinese in-group trend compared with Chinese students who had no migratory experience. Based on the in–depth interview with Mainland Chinese and textual analysis of books written by these students, study two found that the students who are in the process of integration into Taiwan society had encountered two different types of emotional conflicts between “Chinese overseas” and “Oversea Chinese”. Using an experiment designed with three scenario contexts, “political China”, “economic China”, and “cultural China” contexts, study three found that Mainland Chinese students preferred using the instrumental strategy in equity rule on political and economic contexts, while they are more prone to use expressive strategy in need rule on cultural context. These results showed that although there are different identities (Chinese/Oversea Chinese/ Chinese overseas) in different perspectives, Mainland Chinese students prefer to be oversea Chinese regarding Taiwan as member of Chinese, rather than Chinese overseas.
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Chia-Ling, Hung, and 洪佳伶. "A Research on the Studying Factor and Adjustment of Overseas Students-Example of the Vietnamese Overseas Students at T University." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/p9d8qf.
Full textAbstract:
碩士國立臺東大學
公共與文化事務學系
105
This study is aimed to understand why Vietnamese Overseas Students study in Taiwan . The research also tries to examine the life and study problems which happened during studying in Taiwan. In addition，it wants to exam what supporting systems at eastern T University have to do with foreign students . The in-depth interview method is used in this study. The research interviewed 13 Vietnamese Overseas Students at eastern T University to share their experience in Taiwan. The results of this research are as follows： 1. The major reasons that Vietnamese Overseas Students come to Taiwan to study are：（1） the scholarship offered by T University .（2） the encouragement of their parents, siblings and friends. （3） the strong motivation to go abroad to study. （4） the encouragement of T University.（5）the attraction of high quality education in Taiwan. 2. The life adjustments of Vietnamese Overseas Students are affected by climate and food、traffic and lodging、homesickness、relationship with others and part-time job. 3. The study adjustments of Vietnamese Overseas Students are effected by language barrier、the content of lecturing、presentation and writing test. 4. The supporting system from T University is mainly divided into three catalogues : emotional support、financial support and information support. 5. Suggestions to future research：Enlarge the study to Overseas Students from different countries and other Vietnamese Overseas Students at other universities.
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Jseng, Yu-juan, and 曾玉娟. "The Survey of Returned MOE-sponsored overseas students." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/02866142576924877381.
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Hsieh, Jasper Kun-Ting. "An auto/ethnography of overseas students’ identity movements." Thesis, 2016. http://handle.unsw.edu.au/1959.4/56083.
Full textAbstract:
Chinese-speaking students are the biggest cohort of international students in Australian higher education. In this research field, a strong emphasis is placed on ‘orienting’ and supporting students to effectively navigate and benefit within the formal education system. A limitation of this emphasis is its focus on identifying and solving ‘problems’, such as the mismatch of curriculum and pedagogical practices. This project is different from other work in this space as it seeks to better understand the subjective experiences of students. It focuses on identity-work undertaken, and the internalisation, use, and performance of international-education experiences. Adopting a post-structural perspective, I explore tensions and instabilities of nine Taiwanese Masters students as they rework their sense of self in response to experiences and encounters, both in and out of higher education settings. As an English language teacher and fellow Taiwanese, my interest in this project is more than professional: there is a personal dimension that has made a substantial contribution to the study. Autoethnographic reflexivity is extensively drawn on in support of, and with a view to extending, a Bourdieuian framework that presents nuanced insights into the students’ identity movements. The study worked with the students before, during and after one-year postgraduate coursework programmes. Data came from interviews, field notes and my diary across this period. An important outcome of the study came as a result of reflecting on my own experiences, and then observing the participants as they responded to a range of feelings. I came to appreciate that, as I had done myself, they negotiated dilemmas when confronted by mismatches between expectations and realities. This study draws attention to internal instabilities as participants strategically reworked their identities in response to the external, ‘foreign’ environment in Australia. The thesis offers depth and complexity in terms of the identity work that may be undertaken across time and space, in and out of the classroom, and often resulting from unexpected everyday encounters.
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Gwee, Hock-Sen, and 魏福勝. "Relation research between living adaption and subjective well-being of overseas chinese college students study ---southern Taiwan, Malaysia overseas chinese students as an example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/sz4m78.
Full textAbstract:
碩士國立臺南大學
諮商與輔導學系碩士班
103
The purposes of this study were exploring the relationship among living adaptation and subjective well-being of overseas chinese students. This study used 112 Malaysia overseas chinese college students who study at the southern Taiwan university to conduct a survey. Research tools included "personal data", " living adaption scale" and " subjective well-being scale." Survey data with descriptive statistics, one-way anova and Pearson product-moment correlation coefficient, the results were as follows: 1. Difference gender of overseas chinese college students were no marked qualitative difference between living adaptation. 2. Different grades of overseas chinese collegiate students were significant difference in living adaptation. 3. Difference gender of overseas chinese college students were no marked qualitative difference between subjective well-being. 4. Different grades of overseas chinese college students were no marked qualitative difference between subjective well-being. 5. Living adaptation of overseas college students and subjective well-being of college students there were a significant positive correlation among them. 6. The high marked by overseas chinese college student life adapted among low score of life of them are marked qualitative difference between subjective well-being. According to the above results, this study gave specific recommendations on providing overseas chinese-owned units, related coaching consultation, and future researchers.
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Weng, Ji-Horng, and 翁基鴻. "The Study on Taipei Leisure Lifestyle among Overseas College Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/99d3kw.
Full textAbstract:
碩士世新大學
觀光學研究所(含碩專班)
101
College students have many kinds of lifestyles and also lots of spare time. However, because of slightly number of people, overseas Chinese students were faced with different social environment and unfamiliar human interaction manner when they lived in Taiwan. It makes them fail to manage the perfect lifestyles and leisure activities effectively. How they make a wonderful life and how they arrange their leisure activities will become an important issue. Moreover, differences in personality and nationality also make difference lifestyles and leisure participation. This study discusses the daily activities of overseas Chinese students, their interests, their opinions, their point of views and their way to arrange the type and frequency of leisure activities. This study purposes to understand and analyze to reflect student needs and preferences. It involves the use of qualitative data, such as interviews by 25 students that recommended by National Taiwan University and ten other universities’ counselor. Based on interpersonal interactions, academic performances, future careers planning, and leisure participation, overseas Chinese students have different level and point of views. Conclusions are listed below： 1. They like to interact with each other, while the introvert students are not. 2. If they do not have good academic performances, they also will not ask the teacher actively. Working part time does not have many influences on their performances. 3. They choose their future career in other countries except Taiwan, while few have thought to continue their study. 4. Sports are the best way to spend their leisure time, while fewer choose recreational activities. 5. Overseas Chinese and foreign student club remains as the most popular club activity, while there are fewer who take part in other clubs. This study finds out that only make a description about their leisure lifestyles can’t make an understanding about their problems. Such as, economic difficulties, poor physical health, debt, single-parent families, sex and dating, mental illness, etc. It may provide a reference for further research.
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Chen, Tsai Yi, and 蔡宜真. "Rethinking Literature Field to Overseas Students of Hung Che Chen." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/47552751820526868605.
Full textAbstract:
碩士國立暨南國際大學
中國語文學系
102
Hung Che Chen (1893－1976), with a pen name Sophia, obtained many “first” titles in her life—first batch government-supported female students from China to study in America, the first author to write Chinese vernacular fiction in the history of modern Chinese literature, and the first woman professor in Peking University. Hung Che Chen’s parents devote much attention to her education and nurtured this daughter to become a literate person. Hung Che Chen was being raised in such a literary family and understands well the importance of woman education. The family background has a great influence on her in her future hard work and contribution to promote woman higher education in China. As the first batch government-supported female students who studied in America, her experience of studied abroad reflected the circumstances of woman higher education in late Qing dynasty. Hung Che Chen was an active member of “The Chinese Students’ Quarterly” , an important magazine of America-Chinese students’, when she study in the US. “The Chinese Students’ Quarterly” is the first magazine that published the ideologies of May 4th Movement, but as it is hard to obtain, this magazine is rarely discussed today. This master's thesis tries to discuss and analyses all articles of Hung Che Chen that published in “The Chinese Students’ Quarterly” thematically. The three contentious novels as the first Chinese vernacular fiction in modern Chinese literature are “The Childe” by Yun Qin Liu (1884-1945), “One Day” by Hung Che Chen and “A Madman's Diary” by Lu Xun (1881-1936). In this discussion, Hung Che Chen’s work is comparable with Lu Xun’s “A Madman's Diary”. Hung Che Chen’s novel “Luo Qi Si’s problems” was known as the first feminism fiction in modern Chinese literature, reflected the controversial between carrier and family encountered by the high-educated women in modern time. When Hung Che Chen wrote this novel, she often made discussion with Hu Shih. The close relationship between two of them subjected to rumor that they have dubious relationship. This gossip even obstructed Hung Che Chen’s achievement in literature. When returned to China, Hung Che Chen wrote many articles for the periodical, especial in modern poetry, therefore this thesis will focus on the discussion of her poetries. Hung Che Chen had became the editor of “Nuli Weekly” and “Independent Review”. This two papers was organized by chief editor Hu Shih which leading the educated youth to criticize on social issues and the government policies. By collecting data and materials from the newspapers, it could make up the deficiency of books published for Hung Che Chen.
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Fang-Ling, Chu, and 朱芳玲. "On 60 and 70''''''''s Overseas Taiwanese Students Literature Archetype." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/69813147203533871221.
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Chang, Yi-Lien, and 張翊蓮. "A Study on Overseas Travel Choice Behavior of College Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2gew7n.
Full textAbstract:
碩士明新科技大學
服務事業管理研究所碩士班
106
“Expansion of vision and lifelong learning” is a new blueprint advocated by the Education Bureau. Study tours are a popular prevalence for modern times. They can be long or short, or they can be of different types. They are not only elements of general language learning. The integration of general education and nature contact can deepen the students' moral education and civic education awareness, broaden their knowledge and expand their international horizons. Make today choose to study and change. The study tour covers learning and experiencing the exotic culture and customs, so that "travel " and " study" are combined. This research plans the behavior theory to discuss the university student overseas to study away from home the choice behavior, and compares affects the university student to choose the behavior to study away from home the attribute the relative important degree, picks the sampling way to carry on the investigation, sends out 600 questionnaire altogether to recycle 453.The obtained material carries on the data processing by the diverse statistical analysis.The findings discovered that,University student the manner which studies away from home regarding the overseas with is the interaction condition by chance, but the sex and the age as well as are by chance the overseas study away from home the choice difference primary factor.
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Michael, Ian, and Altaf Patel. "The economic impact of overseas students on tourism in Victoria." Thesis, 1997. https://vuir.vu.edu.au/18192/.
Full textAbstract:
Victoria University together with Tourism Victoria conducted a research project titled
The Impact of Overseas Students on tourism in Victoria. The main aim of the study
was to find out about the tourism interest and tourism information needs of overseas
students, as well as to identify the importance and value of overseas students to
tourism in Victoria.
Altaf Patel and Ian Michael, from the Graduate School of Business, Victoria
University under the supervision of Dr Anona Armstrong, undertook this project as
part of their Master in Business Administration (MBA). A total of 600 questionnaires
were distributed randomly to seven tertiary institutions in Victoria. Of those 600
questionnaires 219 were received completed by students.
There is a continuing growth in the business of Australian education export to Asia.
In 1995 there were approximately 70,000 Asian students studying in Australia
yielding $2 billion directly in export income, of this about $400 million a year is
contributed to the Victorian economy by about 17,900 students.
This research into the impact of overseas students on tourism in Victoria has
produced a number of key findings.
The major reasons for students to study in Australia were Quality of education and
Improvement of English language.
Friends and relatives were key influences in students decision making as to where
to study.
Sixty four percent of all students researched took holidays while studying in
Australia, New South Wales and Victoria were the highest visited destinations.
Forty four percent of the respondents who travelled, liked making their own
arrangements.
The most visited places/attractions in Melbourne were Victoria Market, South Gate
and Crown Casino, with regards to attractions outside Melbourne the Twelve
Apostles and Sovereign Hill outshone others.
Private transport was the most popular means of travel for touring purpose. Driving
and Shopping were activities they enjoyed most.
Sixty seven percent of students wanted to revisit places they had seen.
An average of $225 was spent by students on their last trip around Victoria, they
however stated that they could spend up to $392 per person. Using the number of
students (overseas) in Victoria ie. 17,900 and taking into consideration 64.4% would
travel, they can spend approximately $4,518,819 per annum.
Thirty six percent found it convenient to undertake travel during the summer break,
it should also be mentioned that 60% of all students go home for this break.
Word of mouth played a significant mode of sourcing travel information, 73.1% said
so. 65 % stated that gathering information on tourism was easy.
Students found Victoria to be an interesting tourist destination.
There were 54.8% of students whose friends and relatives visit them while studying.
Of these 54.8%, 46.2% said they visit them once a year, 39.7% twice a year and
9.9% thrice a year. The average expenditure of a friend/relative is $527 in turn
generating almost $8.0 million.
Around 63.5% of students will visit Melbourne & Victoria after completion of their
studies, this brings around 11,300 new inbound tourists per year. In turn these
tourist numbers generate $6 million.
Melbourne and Victoria will benefit tremendously in terms of attracting newer
tourists, as 76.7% of students say they would recommend it.
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Matthews, Julie Mariko. "Making spaces : 'Asian' girls in school." 1996. http://arrow.unisa.edu.au:8081/1959.8/45105.
Full textAbstract:
This thesis discusses the effects of racialising/sexualising discourses on the sociospatial organisation of school. It is based on an investigation of the views and experiences of Asian girls in one Australian high school and generated data from observations, interviews and conversations with thirty-five Asian girls.
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Hang, Vu Thi Le, and 武氏麗恆. "The Overseas Academic Adjustment of International Students in Taiwan: Taking Vietnamese Students as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/29566w.
Full textAbstract:
碩士中原大學
國際商學碩士學位學程
106
Over the last 10 years the number of international students studying at universities in Taiwan has increased significantly. According to the statistics released by Taiwan the Statistics Department of the Ministry of Education, the number of overseas students studying in Taiwan was 116,416 in 2016, rising from 30,509 in 2007. Obviously, Taiwan is an appealing destination for international students in recent years. In particular, Taiwan and Vietnam educational cooperation has reached new heights. The statistics show that there are 4774 Vietnam students in Taiwan in 2016, becoming the seventh largest source of foreign students in Taiwan. In addition, Taiwan businesses invested US$ 674 million in Vietnam in 2015 and Taiwan is now the number-four investor in Vietnam. That is one of the reasons why more and more Vietnam students choose Taiwan for pursuing high-level education. With Vietnam students who are currently enrolling in the Taiwan universities, the process of overseas adjustment faces many difficulties. This research aims to study the overseas adjustment process of Vietnam students in Taiwan. Furthermore, the final purpose is to assist Taiwan universities better comprehend the main challenges faced by their international students and offer effective support for them. Data is obtained from online questionnaire upon 154 samples, including most of Vietnam students enrolled at Chung Yuan Christian University and National Central University during the period from October to November 2017. In conclusion, empirical results show that the social support is positively related to the oversea academic adjustment and learning performance. In between the oversea academic adjustment and learning performance, a positive relationship is found. And it also confirms that the oversea academic adjustment is a mediator in the relationship between the social support and learning performance.
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Lin, YIR-Juang, and 林儀莊. "The study on the novels about overseas students of late ching." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/8jx5d9.
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Tsai, Chi-Ruei, and 蔡其瑞. "A Study of Students’ Self-regulated Learning Process in Overseas Internship." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/87656479917073162867.
Full textAbstract:
碩士國立臺灣師範大學
工業教育學系
100
ABSTRACT This is a qualitative case study to investigate overseas intern students’ self-regulated learning process in their vocational learning. Self- regulated learning is a concept of how and what do learners fully control on their lenring. According to the paper review, the self-regulated learning process divided into four stages, as the forethought stage, the executive stage, the modify stage, and the reflection stage. The main purpose of this study is to explore how and what do the overseas intern students react in the self-regulated learning process. And based on the finding and conclusions, some suggestion would be proposed to the oversea internship and follow-up reseachers.
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Chen, Ding-Ming, and 陳丁銘. "A study of university graduating students’ overseas employment readiness and willingness." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/91295824996152467233.
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Yi, Ng Xin, and 吳欣怡. "Betwixt and Between: Malaysian Chinese as Overseas Chinese Students in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/76943327761374095359.
Full textAbstract:
碩士臺灣大學
人類學研究所
99
The Overseas Chinese Student policy is implemented with a national premise that all Chinese around the world are “Overseas Chinese”, so the students enrolled are considered as homecoming Overseas Chinese. Using Malaysian Students with Chinese descendant under this policy as subjects, this study explores how these students negotiate and articulate both their ethnic and nation identities.
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WANG, SHU-YI, and 王舒怡. "A study of Relationships among Personality Traits , Overseas Adaptation , Self-efficacy and Willingness to work in Taiwan for Overseas Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/qa9xt4.
Full textAbstract:
碩士長榮大學
管理學院經營管理碩士班
106
The rapidly global and international development in past years has resulted in increasing number of international students in the world. How to retain talents therefore becomes an inevitable issue globally. Overseas students of the universities in southern Taiwan, as the research objects, are distributed 244 copies of questionnaire. Total 199 valid copies are retrieved, with the effective retrieval rate 81.6%. The relationship among overseas students’ personality traits, overseas adaptation, self-efficacy, and willingness to work in Taiwan are discussed, and the mediation of overseas adaptation and self-efficacy on the effect of personality traits on willingness to work in Taiwan is also verified in this study. Descriptive statistics, validity and reliability analysis, independent sample t test, analysis of variance, scatter diagram, Pearson correlation coefficient analysis, and regression analysis are utilized for data integration and analyses. The research results find out the significantly positive effects of overseas students’ personality traits on the willingness to work in Taiwan, personality traits on overseas adaptation, overseas adaptation on willingness to work in Taiwan, personality traits on self-efficacy, self-efficacy on willingness to work in Taiwan, and self-efficacy on overseas adaptation as well as the full mediation effect of overseas adaptation on the relationship between personality traits and willingness to work in Taiwan and, self-efficacy on the relationship between personality traits and willingness to work in Taiwan. Furthermore, overseas degree students reveal higher willingness to work in Taiwan than exchange students. Finally, suggestions for education and economic authorities and future research are proposed in this study.
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Chueh, Chun-Lu, and 闕君茹. "National Manpower Development for post Graduate Studies—The Correlational Study of Overseas Students’ Overseas Study Experiences and Social Support: Graduate Students Research Abroad Program As An Example." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/wmb6ur.
Full textAbstract:
碩士國立臺灣科技大學
技術及職業教育研究所
95
The purpose of this study was to examine the Correlation between social support and overseas study experiences of overseas students. The subjects of the study were the recipients of Graduate Students Research Abroad Program (GSRAP) which was implemented by National Science Council (NSC) during 2003~2006. Qualitative (Focus Group Interview) and quantitative (Questionnaire Survey) methods of research were applied to data collection and analysis. The sample consisted of 426 subjects and the total number of valid return was 259 and the valid usable return rate was 68.89%. By using focus group method, 15 recipients were interviewed. This study attempted to realize how recipients perceived their social support and their overseas study experiences. The quantitative data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson’s correlation and stepwise multiple regression. The result showed that recipients’ personal backgrounds including gender, guest country of study and research field were no significant differences existed among the recipients’ overseas study experiences. There was only a significant low positive correlation between information support and culture-learning experiences of recipients. Moreover, recipients’ information support was a positive predictor for their overseas study experiences. According to the analyses and results of the study, future research and suggestions were provided for NSC to make the program more effective in the future.
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Crust, Susan L. "Student involvement and study abroad : exploring Astin's Theory in an overseas program in France." Thesis, 1998. http://hdl.handle.net/1957/33304.
Full textAbstract:
The purpose of this study was to determine whether Alexander Astin's
Theory of Student Involvement could be applied to an academic experience in an
overseas setting. Using data collected from the program evaluations of 79 students
who had participated in the Oregon University System exchange program in Lyon,
France during a five year period, 14 research questions were formulated and their
attendant hypotheses were tested. These questions asked about the relationships
that existed between pairs of variables from the following list of six: extracurricular
involvement, overall program satisfaction, housing satisfaction, residence hall
satisfaction, academic achievement, and language level. The hypotheses for
variable dyads, which had academic achievement as one of the components, were
tested using regression analysis. All other hypotheses were analyzed using the
Pearson's chi-square test. A P-value of .05 or less indicated a significant
relationship between the two variables of interest.
Only one significant finding, that the relationship between extracurricular involvement and language level is not independent, was proven in this study. The cross-tab display associated with the chi-square test for this hypothesis indicated that students in the higher language level group (Direct Exchange) were more involved in extracurricular activities than were the lower language level group (Institute) students. Although not statistically significant, three other findings of interest were discovered. These were: the relationship between extracurricular involvement and overall program satisfaction, the relationship between extracurricular involvement and housing satisfaction, and the relationship between overall program satisfaction and housing satisfaction.
Based on this study alone, one could not conclude that Astin's Theory of Student Involvement is applicable in a study abroad program. The researcher suggests several possible reasons for this conclusion and makes recommendations for further research.Graduation date: 1999
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"Perceptions of "the other": overseas experiences of Japanese and Chinese university students." 2009. http://library.cuhk.edu.hk/record=b5896587.
Full textAbstract:
Wong, Yat Yu.Thesis (M.Phil.)--Chinese University of Hong Kong, 2009.
Includes bibliographical references (p. 164-176).
Abstract also in Chinese.
Abstract --- p.i
Acknowledgements --- p.iii
Chapter Chapter One: --- Introduction --- p.1
Chapter 1.1 --- Statement of Purpose --- p.1
Chapter 1.2 --- Literature Review --- p.6
Chapter 1.2.1 --- Identity and perceptions of “the other´ح
Chapter 1.2.2 --- National identity
Chapter 1.2.3 --- How do Japanese and Chinese people view each other?
Chapter 1.2.4 --- Chinese and Japanese national identity
Chapter 1.2.5 --- Identity and foreign experiences among overseas Chinese and Japanese
Chapter 1.3 --- Methodology --- p.26
Chapter 1.3.1 --- "Beijing, China and Kyoto, Japan as field sites"
Chapter 1.3.2 --- Semi-structured interviews
Chapter 1.3.3 --- Written sources
Chapter 1.3.4 --- Reflexivity of the researcher
Chapter 1.3.5 --- Limitations of the Research Methods
Chapter 1.4 --- Structure of the Thesis --- p.35
Chapter Chapter Two: --- Perceptions of “the Other´ح in the Japanese and Chinese Media --- p.38
Chapter 2.1 --- Images of “the Other´ح in Japanese and Chinese Popular Books --- p.41
Chapter 2.1.1 --- Heavy focus on negative images of China and Chinese people in Japanese popular books
Chapter 2.1.2 --- Diverse views of Japan and Japanese people in Chinese popular books
Chapter 2.2 --- Reporting “the Other´ح in Japanese and Chinese Newspapers --- p.55
Chapter 2.2.1 --- Background of Japanese and Chinese newspapers
Chapter 2.2.2 --- The poisoned dumpling incident in Japanese and Chinese newspapers
Chapter 2.2.3 --- Jun'ichiro Koizumi's visits to the Yasukuni Shrine in Japanese and Chinese newspapers
Chapter Chapter Three: --- Stereotypes and Disappointments: Chinese Students´ة Perceptions of Japan and Japanese People --- p.69
Chapter 3.1 --- Initial Views of Japan --- p.72
Chapter 3.2 --- "Stereotypes of Japanese Characteristics: Strict, Ambiguous and Distant" --- p.75
Chapter 3.3 --- Stereotypes of Japanese Views of China and Chinese People --- p.81
Chapter 3.4 --- Unpleasant Part-time Jobs --- p.84
Chapter 3.5 --- Stressful Scholarship System --- p.86
Chapter Chapter Four: --- Improved Impressions and Reinforced Stereotypes: Japanese Students' Perceptions of China and Chinese People --- p.92
Chapter 4.1 --- Initial Views of China and Chinese People
Chapter 4.2 --- Reasons to Go to China --- p.100
Chapter 4.3 --- Improved Impressions: Friendships with Chinese People --- p.101
Chapter 4.4 --- Different Communication Styles --- p.105
Chapter 4.5 --- Reinforced Stereotypes --- p.110
Chapter 4.5.1 --- The Chinese government and people
Chapter 4.5.2 --- Uncivilized Chinese general public
Chapter 4.5.3 --- A good Chinese person
Chapter Chapter Five: --- Perceptions of Media and “the Other´ح among Chinese and Japanese Students --- p.119
Chapter 5.1 --- Exaggerations and Unreliability: The Japanese Media in the Eyes of Chinese Students --- p.120
Chapter 5.1.1 --- Exaggerations by the Japanese media: “They only report negative things!´ح
Chapter 5.1.2 --- Unreliability of the Japanese media
Chapter 5.1.3 --- Comparing the Japanese and Chinese media: Different styles of reporting news
Chapter 5.1.4 --- Comparing the Japanese and Chinese media: Different attitudes in reporting “the other´ح
Chapter 5.1.5 --- Relations between the Japanese media and the general public
Chapter 5.2 --- Lack of Freedom and Lack of Reality: Chinese Media in the Eyes of Japanese --- p.132
Chapter 5.2.1 --- Limited information and choices from the Chinese media
Chapter 5.2.2 --- Misleading of audiences by the Chinese media
Chapter 5.2.3 --- Comparing the Chinese and Japanese media
Chapter 5.2.4 --- Relations between the Chinese media and the general public
Chapter 5.3 --- Discussion --- p.142
Chapter Chapter Six: --- Conclusion --- p.146
Chapter 6.1 --- Chapter Summaries --- p..146
Chapter 6.2 --- National Identity among the Japanese and Chinese Students --- p..149
Chapter 6.3 --- "Perceptions of “the Other,´ح Media Discourses and Cultural Power Relations between Japan and China" --- p..153
Chapter 6.4 --- Value of the Study --- p.156
Appendices --- p.160
Bibliography --- p.164
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Hsu, Chan-Yen, and 徐昌燕. "A Qualitative Study of Overseas Chinese University Students’ Process of Successful Adaptation." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/47088304480860708177.
Full textAbstract:
碩士國立臺灣師範大學
公民教育與活動領導學系在職進修碩士班
95
A Qualitative Study of Overseas Chinese University Students’ Process of Successful Adaptation Abstract The study intends to uncover the basic prerequisites overseas Chinese university students require to successfully adapt themselves to campus life and studies. It focuses on academic learning in various areas, cultural conflicts, life experiences, group activities, and the process of individual positive coping and recuperation undergone by overseas Chinese university students during their stay in Taiwan. A qualitative method is used to understand various adaptation-related problems these students encounter upon their arrival in Taiwan and their successful adaptation to studies and life etc. based on guidance in the outline of semi-structural interviews. The connotations of the psychosocial development of students who have successfully adapted are further investigated to understand the problems regarding these students’ adaptation, their influencing factors and to sum up their positive development and the process of successful adaptation. Finally, suggestions to counseling strategies concerning these students are made based on the findings and conclusions of the study. Qualitative interviews were used in the study targeting overseas Chinese students at public and private universities in northern Taiwan. First, the counseling office for overseas Chinese students of each university, in accordance with purposive sampling criteria, selected ten overseas Chinese students who generally fit the description of required cases, i.e., initial difficulties in adaptation and successful adaptation at present. The ten students were each given a psychosocial test for university students and a MBTI personality inventory. Six thereof were selected for further interviews. Major findings are described as follows: 1. Connotations of the psychosocial development of overseas Chinese university students who have successfully adapted: The following characteristics are concluded regarding the six dimensions of the psychosocial development of such students. (1) Learning skills improve as the grade level increases and students gradually develop various schooling abilities. (2) Students with an extroverted personality are willing to become part of a group, accept others and display a better ability to manage their emotions. (3) Students who receive less care at school show better independent development. (4) Students can establish a more mature interpersonal network for the purpose of adaptation to life and academic learning. (5) Students can distinctly identify with diverse cultures although differences in appearance affect their self-recognition. (6) Students whose studies meet their interest have clear goals while those whose studies differ from what their parents expect are more hesitant. 2. Adaptation to university life and its influential factors: Factors that influence overseas Chinese students’ adaptation are concluded as follows: (1) Students from families where parents have moderate expectations and provide appropriate financial support have less adaptation problems. (2) Students with less financial support from their families experience more pressure from life and studies. (3) Influential factors of adaptation problems resulting from academic learning are most common and diverse. (4) Language barriers not only lead to problems concerning academic learning, but also influence the establishment of an interpersonal network. (5) Most students only like to join clubs organized by overseas Chinese students and seek help mainly from fellow overseas Chinese students when they encounter difficulties. (6) Students seek to adapt themselves by means of an acceptance and assimilation in local cultures when they encounter problems regarding cultural adaptation. (7) Physiologically, students tend to have problems with Taiwanese cooking style and climatic particularities. (8) Factors that lead to psychological problems are first homesickness, followed by friendship and relationship. These different factors are interconnected and mutually affected. Different countries of residence and personalities have a profound effect on the manifestation of different problems. 3. Overseas Chinese university students’ process of successful adaptation: Students who have successfully adapted adopt a proactive and positive attitude in response to problems regarding adaptation to life. Common elements are evident in the process of pursuing successful adaptation. (1) Appropriate expectations and support from their families. (2) Adequate ability of financial management. (3) Effective academic learning strategies. (4) Diverse abilities of language learning and expression. (5) Enthusiasm in joining clubs and harmonious social relations. (6) Acceptance of and assimilation to diverse cultures. (7) Adjustment of living habits for physiological recovery. (8) The pursuit of psychological coping and consolation by various means. Sources of support are mainly senior schoolmates in overseas Chinese student unions or those from the same countries of residence and counseling offices for overseas Chinese students at universities. Their interpersonal interactions with local peers are through mutual respect, empathy, acceptance and tolerance. 4. Improved counseling strategies for helping overseas Chinese students successfully adapt: There are four strategies. (1) Provide competent counseling personnel and establish a sound system for overseas Chinese students. (2) Apply theories and principles of positive psychology to counseling for overseas Chinese students. (3) Enhance students’ ability of recovery for coping with the challenges of adversity. (4) Improve counseling strategies for overseas Chinese students to help overseas Chinese university students successfully develop and adapt. Key words: Overseas Chinese University Students, Psychosocial Development, Successful Adaptation
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曾安煌. "The case study of a junior high students' overseas study tour abstract." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/34387584068754464454.
Full textAbstract:
碩士國立臺灣師範大學
教育學系在職進修碩士班
95
The case study of a junior high students’ overseas study tour Based on the case study, the researcher and English teachers guiding a study tour group went to Vancouver in Canada for 3 weeks. The research subjects are 33 students. The research is employed the methods of data collecting including the field observing and interviewing. The researcher examines the meaning, the experience, the expectation, and the reflections to those who joined the study tour group. In the point of education, the researcher would like to understand the state of overseas study tour group in Taiwan and analyze the educational meaning bringing for those who joined the study tour group, additionally, propose some concrete advise. Attending study tour is quite interesting and irreplaceable experience for students. By interacting with exotic culture, students gain the opportunity to rethink and reflect their culture, society and values. According to the research purposes, the results and conclusions of the case study are listed as the following: 1. Joining the study tour is a personal experience for the student attendants. 2. It is good for the student attendants to raise the personal cultural capital through the experience of study tour. 3. It provides the student attendants an opportunity to cultivate multiple intelligence. 4. ” Study Tour “could be a designed and intended curriculum. To sum up, there are several suggestions for conducting overseas study tour going as follow. First, for the dealer in study tour, they should formulate and illustrate the detail of the activities and courses. Moreover, the consultant should provide whole service for home-stay and transportation. Last but not least, the local educational bureaucracy, schools, attending students, and parents should thoroughly understand the meaning and importance of study tour. Keyword: study tour, case study, personal experience, cultural capital, multiple intelligences, informal curriculum.
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TSOU, TUNG-YU, and 鄒東佑. "Undergraduate Students’ Reflections on Participating the Pilot Overseas Internships: A Case Study." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/70001526229498096308.
Full textAbstract:
碩士國立暨南國際大學
國際文教與比較教育學系
104
This study is about undergraduate students’ reflections on the Pilot Overseas Internships. Nowadays, because of the impact of globalization and internationalization, people expect skilled workers can answer the situation of the rapidly transformed world. Higher education has the responsibility to make the students become more skillful, and help them participate the overseas internships is one of the most important way. The purpose of this study is to figure out after undergraduate students participated the Pilot Overseas Internships, the difference of their leaning, specialized field and career planning. Researcher use semi-structured interview to collect the data of 12 undergraduate students that major in education or Japanese. All of them had the experience of participating the Pilot Overseas Internships. And researcher find out the results as below: 1. About their learning: Their learning attitude become more positive, and gain experience from intercultural communication and working; their learning ways get more initiative, and do more reflections; their learning effects also enhanced. 2. About their specialized field: They know more about the specialized field of themselves from intercultural communication and working; they know more about what is the specialized field of working asks workers’ skills, it is a path for they to make sure and regulate themselves; furthermore, the experience of overseas internships is good for knowing more about themselves. 3. About their career planning: It can support their own career planning, and it is also a great opportunity for them to make a more specific plan; when it goes to the critical events, it may play different roles to each students but fit the expected benefits of overseas internships. Based on the result of this study, there are some suggestions: To the universities: 1. In order to make more benefits of the students’ learning effects, is suggested to combine curriculum and overseas internships. 2. It is important to help the students pass down their experience. To the internship agency: 1. For the synergy, it is suggested to work with other concerned departments. 2. The leading of experienced seniors might benefit the students and enhance the whole achievement. To the students: 1. If you had related experience, it might be helpful for your overseas internships. 2. Being positive might lead you solve the problems and enhance your confidence. 3. Do reflections and make notes is good for review and improvement. To the further study: 1.Try to study whether gender makes the differences of overseas internships. 2. It is suggested to study those students that had many times or longer length of dates in overseas internships. 3. In order to figure out the reality of overseas internships, further study is suggested to adapt other research methods.
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Cheng, Liang-Sheng, and 程良生. "A Study of Exploration to Chinese Overseas Students’ Well-being in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/29039094582905790758.
Full textAbstract:
碩士國立暨南國際大學
輔導與諮商研究所
96
Abstract The purpose of this study is to probe into Chinese overseas students’ well-being in Taiwan. Issues include their adaptation difficulties, the ways they confront, and factors improving their well-being. In this study, a qualitative research is adopted to in-depth interview 6 Chinese overseas students still studying in Taiwan . The results are found and summarized as follows: 1. The adaptation difficulties of Chinese overseas students in Taiwan include 6 topics: changes of environment, emotions and loss, multiple stress of study, culture shock, and economy. 2. The ways they confront contain self-persuasion, tolerance and openness of thinking, support from relationship and resources, transfer of previous experiences. 3. The factors improving their well-being include accomplishment of goals, self-identity and self-acceptance, capacity of life control, and supportive relationship. Based upon the findings above, this study proposes some suggestions for other Chinese overseas students, related organizations and follow-up studies.