Rozprawy doktorskie: „Chinese student”

1

Ho, Kenneth, i 何健宇. "Student migration among mainland Chinese postgraduate students in HongKong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45825506.

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Chang, Sheue Mei. "Counseling Service Needs of Chinese College Students: Student, Faculty, and Student Affairs Staff Perceptions". Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330642/.

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This study was designed to explore the different perceptions of college students' counseling service needs as well as the perceptions of counseling services by the student, faculty, and student affairs staff groups and subgroups of each group. The research approach of this investigation was a case study of one national university in the Republic of China. This study tested seven hypotheses and the major findings are as follows: there were significant differences among students, faculty, and student affairs staff members' perceptions of counseling services in terms of importance and success. Although all three groups agreed that the achievement of the counseling goals were important, the students showed a significantly stronger expectation than did faculty members. Findings related to the success of counseling services in the institution indicated that student affairs staff members showed higher mean scores than did the faculty and students. All three groups perceived a significant discrepancy between the importance of counseling services and the success of counseling services. Moreover, all subgroups of students, as divided by demographic variables, perceived a significant discrepancy between the importance and success of counseling services. All subgroups of faculty and student affairs staff members, except the members of military instructors and members with a mainland China educational background, perceived significant differences between the importance and success of counseling services. The sex, age, class level, academic major, and grade point average of students indicated significant differences either in the importance or the success of counseling services. Likewise, the status, educational background, and degrees earned of faculty and student affairs staff members also showed significant differences in the perceptions of either the importance or the success of counseling services. The study suggested that program planners should be aware of demographic variables when planning counseling programs. Further definitive research is recommended in order to investigate the college student counseling service needs.

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3

Fu, I.-Ping P. "Student Approaches to Learning Chinese Vocabulary". Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/25955.

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This research focuses on the strategies that native English speakers use as they learn to speak and write Chinese vocabulary words in the first year of an elementary Chinese class. The main research question was: what strategies do native English-speaking beginning learners of Chinese use to learn Chinese vocabulary words in their speaking and writing? The study was conducted at a medium-sized comprehensive university in the Southeastern U.S. The study drew from concepts and theories in second language acquisition and psycholinguistic studies. A random sampling of four students was selected in their first year of Chinese study for qualitative analyses. Data were collected from demographic student surveys, reflection papers, interviews, observation and field notes, weekly diary of the students and Strategies Inventory for Language Learning (SILL). The conclusions from this study provide insight as to how students of this demographic approach the challenge of learning Chinese. From this study, a clear picture emerges that students use different strategies to learn Chinese. Some students respond better to sound while others are more visually based learners. However, in this study, students used combinations of audio, visual, and kinesthetic learning techniques. The tonality of spoken Chinese was one of the most difficult skills to master and this aspect of the language frustrated many students. This is a widely recognized problem with Chinese education. Nevertheless, students enjoyed the artistic nature of Chinese characters and for the most part enjoyed writing them. This element can be emphasized in Chinese instruction to motivate students and appeal to visual learners. Similarly, integrating instruction on Chinese culture into language classes made the Elementary Chinese curriculum more appealing to students. Using native Chinese speakers from the local community in the language curriculum, reinforced classroom instruction, made the instruction more relevant, and increased student interest. Encouraging students to attend Chinese cultural events in the community had many of the same positive benefits for students. The motivations for learning revealed in this study are very interesting and support earlier studies of Chinese learners. Personal and profession interests as well as a combination of both these factors were the most commonly cited reasons for learning Chinese. Maintaining proper motivation is a pivotal factor that determines the success of many elementary learners including the students in this study. When students lost their motivation, interest in the curriculum and learning declined as well. Teachers need to be aware of motivations and attempt to foster them in individual students in order to maximize the learning experience.
Ph. D.

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4

Li, Mei. "Cross-border higher education of mainland Chinese students : Hong Kong and Macao in a globalizing market". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35762561.

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Zeng, Min. "The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3700685X.

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6

Wang, Changhua. "Friendship Patterns of Chinese Students and Their Adjustment in the United States". PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1364.

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International students who experience difficulties in a new culture are often considered to have suffered a breakdown in their normal healthy psychological functioning, and therefore need therapy and counselling (Pedersen et al, 1976). This study views failure and problems experienced by the sojourner as a result of lack of the necessary new social skills and knowledge. Social networks, particularly friendships, are thus extremely important in that such networks are not only source of social support, but also major channels through which such skills and knowledge are acquired. Guided by social support theories and social skills theories, this study examines the following research questions through the survey and the interview with a sample of Chinese students at Northwest University I and five other universities across the United States. How is adjustment of Chinese students related to their friendship patterns? What are the friendship patterns of Chinese students? What are the primary functions of the friendship patterns of Chinese students? How is the degree of difficulty felt by Chinese students in different social situations related to their friendship patterns? How is social adjustment related to the degree of difficulty felt by Chinese students in different social situations? Some additional questions related to the five research questions were also addressed in this study. The study showed there were different functions for different friendship patterns among Chinese students. Despite different functions, friendships are very important for Chinese in their adjustment to the United States. However, students belonging to the bi-cultural friendship pattern were more satisfied with social as well as academic aspects of their life in this country than those who belong to the mono-cultural friendship pattern. Among different factors contributing to social adjustment, social skills account most for the variance of social adjustment among Chinese students. This study concluded with suggestions for forming institutional policies toward international students in American higher education, training of international students both at the home country and the host country, and advice to prospective international students, particularly Chinese students.

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7

Zheng, Yawen. "Behavioral Culture in the Chinese Language Classroom". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313666561.

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Jiao, Junhui. "Student aid policy of Chinese higher education /". Oslo : Pedagogisk forskningsinstitutt, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/72091/Thesis-JunhuixJiao.pdf.

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9

Chen, Danyan. "Chinese Students’ Experience of Student-instructor Relationships at the University of Ottawa". Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35735.

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Research shows that there is an increasing number of international students studying in universities and colleges in Canada, with China a top source country of international students. However, Chinese students’ experience studying in Canada has been rarely researched. Taking University of Ottawa as a case, this study explores the experience of Chinese students in terms of their relationships with instructors through a relational communication lens. Semi-structured in-depth interviews were conducted with Chinese first year students studying at the University of Ottawa to explore their experience of student-instructor relationships, to understand their overall experience of the student-instructor relationship, to identify the contributors and hindrances to the development of positive student-instructor relationships, and to explore the impact of such relationship on the students. Findings indicate that Chinese students experience different education and acculturation which influences their overall experience of student-instructor relationships. Teacher immediacy, rapport and classroom justice are factors that affect the development of such relationships, whose impact include both academic and social outcomes.

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10

Zhang, Minxuan. "Concepts of equity and policies for university student financial support Chinese reforms in an international context /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23295946.

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11

Lin, Yi. "A qualitatively grounded curriculum for Western international student orientation to Chinese higher education /". View online, 2008. http://repository.eiu.edu/theses/docs/32211131425342.pdf.

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12

Chan, Kam-Chi. "International student adjustment : a qualitative study of a cohort of Chinese graduate students". Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1265635445.

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13

Wang, Yiran. "Study on transformative learning of UK students in China and Chinese students in the UK". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31509.

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As international education continues to expand, countries providing such opportunities not only benefit but also face challenges. For traditional destinations, including the United States and the United Kingdom, the number of international students has been falling. At the same time emerging economies, such as China, are witnessing a rapid increase in the number of international students enrolled in their universities. China is, therefore, beginning to play an important role in the competitive global market for higher education. This thesis analyses and compares the experiences of international students in the UK and China using Transformative Learning theory. While there is an extensive literature on both international higher education and also Transformative Learning theory there are three important contributions that this thesis makes. First, this research applies the theory to two international student groups: UK students in Chinese universities and Chinese students in UK universities. Second, this study includes a focus on the intercultural learning of Chinese doctoral students in the UK filling a gap in current research. Finally, this investigation has extended the very limited number of current research projects on UK students in China. It is generally acknowledged that international students will experience various challenges when they are in a culturally different context. Little research has focused on how and why learners are transformed through exposure to their new environment and, also, why sometimes they are not. This study applies Transformative Learning theory to address two research questions: first, do UK international students in Chinese universities and Chinese international students in UK universities experience transformational learning in/during their overseas studies? Second, what factors foster or impede international students' experience of transformative learning? To answer the above questions semi-structured interviews were used to investigate international students' academic and social experiences. Based on the insights provided by Mezirow, Taylor, and previous studies on international students, I argue that international students' intercultural experience is a complex process. Transformation can occur in various ways and social and personal perspectives underpin the transformative learning of the students. Contributing factors include culture shock, educational conventions, the student's motivation, expectations, personality, gender and previous work experience. The results reflect the significance of differences in teaching styles in the UK and China and the impact this can have on the student teaching and learning process when they move to a new university.

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14

Li, Weiwei. "An Investigation of Chinese Master’s Students in Denmark and Sweden". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23124.

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This paper investigates and compares Chinese master’s students in Denmark and Sweden, focusing on their motivation for choosing to study in Denmark and Sweden, their daily life and study acculturation experience, as well as their intentions of staying or returning after graduating.The paper provides information on the current student migration situation, and presents relevant motivational migration and acculturation theories. A semi-structured interview method is then used to gather qualitative data from six Chinese master’s students studying in Denmark and Sweden. In the analysis, the paper applies the theories on the interview data.This paper’s findings suggest that the main reasons for the Chinese master’s students to study abroad is to improve their competencies and experience foreign culture. When choosing the study destination, decisive factors include the quality of the program, the academic reputation of the universities, the use of English in teaching and cultural aspirations.The effects of cultural differences, study situation and finance are factors that affect their psychological well-being during the process of acculturation. Their psychological well-being generally follows a “U” curve with an initial high level followed by a lower level which eventually increases to a higher level once again. The students encounter challenges in their study related to the Danish and Swedish academia’s direct teacher-student and student-student communication, as well as the English language.Regarding the students’ intentions after graduating, some plan to return to China because of family, friends and personal relationship reasons, while others intend to stay mainly for career reasons, but with the intention of ultimately returning to China.

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15

Teuber, Ziwen [Verfasser]. "Academic and psychological adjustment in Chinese students: The role of student resources / Ziwen Teuber". Bielefeld : Universitätsbibliothek Bielefeld, 2021. http://d-nb.info/1228072752/34.

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16

Tziamalis, Alexander. "Processes of international student migration in the UK : Greek and Chinese students in Sheffield". Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/15111/.

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This thesis is concerned with student migration to the UK. The research objectives of this study are to investigate the personal, familial and social processes pertaining to international student migration and to contribute to the theorization of migration. To further its research objectives the study adopts a grounded theory approach which allows students to voice the concerns, motives and influences pertaining to their migration actions and intentions. The method of the inquiry is qualitative and is based on individual, in-depth, interviews with Greek and Chinese students at the University of Sheffield. In order to interpret and analyse its findings, this research employs the work of Pierre Bourdieu and the Life-course approach on migration. Further, these two distinct bodies of work are combined into a theoretical framework able to further social scientific understanding of migration decision-making. This study brings forward the concept of an intended migration trajectory as a theoretical tool with the potential to enhance our understanding of the migration process. Student migration is found to be a response to the individual and familial needs and ambitions generated by the context in which agents move. Individual actions and intentions are part of an effort to further needs and ambitions in multiple spheres of activity in the best possible way. Migration is best described as a process in the sense that migration partly alters the context facing individuals and families and so contributes to a partial change in agents' needs, ambitions and, ultimately, migration intentions. Overall, this study accomplishes its objectives to investigate Greek and Chinese student migration to the UK and to further social scientists' theoretical understanding of 21st century migration flows.

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17

Nemeth, Jackson R. "New Wave of Chinese Returnees: Perspectives of Chinese Students Returning to China from Study in the U.S. on Return Incentives and New Economic Opportunity". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1560382192249461.

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Li, Yuan. "Quality assurance in Chinese higher education : reflecting student learning?" Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/quality-assurance-in-chinese-higher-education-reflecting-student-learning(89ef6fc6-68de-4951-848d-eb3f08a00345).html.

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Chinese higher education (HE) has been through a process of profound restructuring, decentralisation, introduction of market incentives, university mergers, internationalisation, and enlarging student enrolment in the past two decades. Along with the expansion of Chinese HE, the issue of quality has become a concern and has attracted a lot of attention in the Chinese HE sector. Developing quality assurance (QA) systems has been given priority in the agenda of most Chinese higher education institutions (HEIs). The nationwide implementation of quality evaluation since 2002 is the main means used by the Chinese government to address the potential quality decline and to realise a macro level control of quality over Chinese HEIs. This study is conducted against the background of the prevailing quality culture, and focuses on student learning rather than the widely adopted top-down scrutiny of teaching as the main component of QA schemes. The purpose of this study is to explore how student learning experiences can be integrated into the QA systems in Chinese HEIs for continuous quality improvement. A qualitative case study approach is adopted in this study. Document analysis, focus groups, and in-depth interviews are used to achieve a comprehensive qualitative inquiry into student learning experiences, HEIs’ QA practice, and the integration of student learning experiences into QA system. Through this study, we find that Chinese universities generally use regulations, teaching inspection/evaluation, and student feedback as the main approaches to manage their QA practice. There is great emphasis on the institutional management and teaching management, but little attention given to what students are actually doing. The analysis of the key issues in student learning experiences, the concept of quality learning, and the analysis of the objectives, control, areas, procedures and uses in the current Chinese QA systems suggest a discrepancy between student quality learning and what the current Chinese QA assures. The findings of this study imply that the current top-down QA has great limitations in addressing key issues in student learning and accordingly plays a limited role in generating educational quality. As the conclusion of this study, a learning-focused QA is proposed to offer insights into integrating student learning generically into the QA process for the purpose of the continuous improvement of HE quality.

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19

Liu, Shuo. "Exploring Gender Role Communication in Chinese International Student Couples". University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin162645582289654.

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20

張民選 i Minxuan Zhang. "Concepts of equity and policies for university student financial support: Chinese reforms in an internationalcontext". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242674.

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Li, Tingting. "An Analysis of the 4:2:1 Documentary". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500078/.

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As a Chinese filmmaker, I feel obligated to reveal a true story about Chinese international students. Through my subjects and my stories, I am planning to express the messages that both adapting to a new culture and paying the financial cost of a foreign education have never been simple, but we will never give up our dreams.

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22

Zeng, Min, i 曾敏. "The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3700685X.

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23

Chung, Sin-ling Jenny. "Examining the quality of argumentation in the English and Chinese writing of adult native speakers of Chinese /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25211894.

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24

Zhao, Peiling. "Reconstructing Writer Identities, Student Identities, Teacher Identities, and Gender Identities: Chinese Graduate Students in America". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001194.

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25

Li, Mei, i 李梅. "Cross-border higher education of mainland Chinese students: Hong Kong and Macao in a globalizing market". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35762561.

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Randolph, Tamara Lee Dietrich. "Culture-mediated literature adult Chinese EFL student response to folktales /". access full-text online access from Digital dissertation consortium, 2000. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9988979.

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Lee, Sai-ho, i 李世豪. "Recognition of components of Chinese characters by Hong Kong student =". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3764791X.

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Xu, Juan Mille. "EXPLORING LEADERSHIP IDENTITY DEVELOPMENT OF CHINESE GENERATION Z STUDENT LEADERS". Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3646.

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This is a phenomenological study exploring leadership identity development of Chinese generation Z student leaders by referring to Leadership Identity Development (LID) theory. There are two research questions. First, in what ways, if any, is the development of Chinese Generation Z student leader’s leadership identity similar to the Leadership Identity Development (LID) by Komives et al. (2005)? Second, in what ways, if any, is the development of Chinese Generation Z student leader’s leadership identity different from Leadership Identity Development (LID) by Komives et al. The research adopts purposeful sampling and 10 participants were interviewed. Based on the analysis of the interview data, five major themes emerged; five similarities and six differences were found. Five major themes include beliefs and values, influential people, experiences, leadership identity development, changing views. Five similarities are as follows: 1. There are three similar influential factors existing in college student leaders’ development of leadership identity, including people (adults, peers) and experiences (involvement of leadership experiences). 2. There are similar ways for students to build self-confidence, through others, oneself, and involvement in activities. 3. The process that students develop their views and perceptions of organizations is basically the same. 4. There is similar change of understanding of leadership, from positional to non-positional. 5. Chinese college student leaders agree with the six LID stages developed by Komives and her colleagues in American context. Six differences include 1. In developmental influences, school counselors have tremendous influence over Chinese students’ leadership development. 2. Chinese student leaders admit that peer influence has both positive side and negative side. 3. This study didn’t find any race or gender identities problem from Chinese student leaders during their leadership experiences. 4. Academic success is a critical factor for Chinese students to build self-confidence and to obtain leadership roles. 5. Chinese student leaders’ interaction with group members is different from that of American students. 6. Chinese students believe that leadership develops fast under great pressure and difficulties.

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Hogue, Joshua Alan. "The Effects of One-on-One Teaching on Chinese Speaking Ability, Student Anxiety, and Student Preference". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6340.

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One-on-one language teaching holds great potential for improving students' speaking ability. Programs such as Brigham Young University's Chinese Flagship program uses a one-on-one approach to help students learn how to use the language in respect to their desired profession. The Ohio State University uses individualized instruction as an alternative to traditional classroom-based classes. However, little to no research has compared one-on-one language teaching to traditional group classroom teaching in terms of language gains. Many studies show that one-on-one teaching can lead to language improvement, but do not attempt to compare method effectiveness. Additionally, although anxiety in language learning has been well researched, a comparison of anxiety between teaching methods has not been attempted. There are few studies that investigate anxiety between one-on-one and group methods. The present study attempts to close this gap in the research. This is done by comparing speech gains between a one-on-one teaching method and a group teaching method. The one-on-one method includes weekly five to ten minute sessions, and the group method includes weekly 50-minute sessions. Speech gains are defined as gains in fluency (determined through speech rate), pronunciation (consonants, vowels, and tones), and syntactic accuracy (determined by error free T-units). Speech gains are assessed via a pre/post-test design. Furthermore, the present study attempts to compare anxiety between the two teaching methods. This is done by administering the anxiety survey Foreign Language Classroom Anxiety Scale twice. Students were asked to respond to one survey in reference to the one-on-one setting, and respond to the other survey in reference to the group setting. Finally, students filled out a preference survey at the end of the study to determine student perception on teaching method effectiveness. Results show that there is no statistical difference in speech gains in five-ten minute one-on-one sessions compared to 50-minute group sessions. This is true for all four areas assessed: fluency, vowel/consonant pronunciation, tone pronunciation, and syntactic accuracy. This shows that short sessions of one-on-one teaching can produce the same speech gains as longer sessions of group teaching. Survey results show that anxiety levels were the same between the two teaching methods. Preference surveys show that the majority of students: 1) feel that the one-on-one method is effective in improving their speaking ability, 2) would choose to take a class that includes one-on-one teaching, 3) and enjoy coming to one-on-one sessions. It further shows that 50% of students feel that one-on-one teaching is more effective than group teaching, and feel more comfortable in one-on-one sessions than in group sessions.

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Gai, Lili. "The influence of teacher-student relationships on English teaching effectiveness perceptions of students in a Chinese university /". online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?MR09804.

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Charles, Nicole Marie. "A Supplementary Book of Chinese Music for the Suzuki Flute Student". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275340340.

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Liu, Siu-lin. "The use of variation theory to improve student learning in Chinese composition". Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B43895475.

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33

Zhao, Dingxin. "Reform and discontent : the causes of the 1989 Chinese student movement". Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28972.

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The central argument of this thesis is that a series of China's state policies, before and during the reform era, were conducive to the rise of the 1989 Chinese Student Movement (CSM). The most important of these were (1) leftist policies during Mao's era which fostered the formation of pro-democratic yet impractical intellectuals and created a university ecology that was remarkably conducive to student movements, and (2) the state-led reform which over produced students on the one hand, and blocked upward mobility channels for intellectuals and students on the other hand. These and other conducive factors to the rise of the 1989 CSM were not simply state mistakes. To a large extent, they were characteristic of the regime.
The thesis does not reject non-state centered factors such as anomic feelings toward uncertainties brought by the reform, the conflict between reformers and hardliners within the Chinese Communist Party (CCP), the rise of civil society during the eighties, the impact of Western ideologies following the open door policy or the intrinsic character of Chinese culture, that have all been hitherto proposed to explain the rise of the CSM. Rather, it incorporates these explanations under a state-centered paradigm in light of a general model (the DSSI model) that I am proposing to explain the general causes, and to a lesser extent, the dynamics of large scale social movements.

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34

Atherton, Emily. ""Now, I Know that Storytelling is Powerful": Chinese International Student Narratives". Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1366993960.

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35

Wang, Hong. "Conditional Convergence: A Study of Chinese International Students’ Experience and the New Zealand Knowledge Economy". Thesis, University of Canterbury. School of Language, Social and Political Sciences, 2014. http://hdl.handle.net/10092/9658.

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Since the mid-1990s, New Zealand has become a popular study destination for international students. In its neo-liberal knowledge economy policies including an export education policy, international education agenda, and skilled immigration policy, international students are conceptualised as ideal policy subjects: free, rational and self-interested knowledge consumers and globally available human resources. International postgraduates are expected to contribute to New Zealand’s knowledge economy with their knowledge and skills. However, both the statistics and empirical research suggest that these students’ experiences do not always coincide with the policy expectations owing to the involvement of multiple political and non-political factors and actors including international students themselves. Cultural differences in particular, generate extra challenges for these policies to recruit and serve international students and retain international graduates from non-Western cultural backgrounds including those from Mainland China. The gap between the policy intentions and these students’ experiences draws our attention to the roles of multiple regimes of government and individual students as active agencies in overseas study and raises the question of how the two aspects can converge to achieve a ‘good’ overseas study in a complicated culture-crossing policy environment. This thesis takes a post-structuralist approach and uses an adapted Foucauldian conceptual framework that develops the concept of governmentality to explore the experiences of a group of postgraduate Chinese international students studying at two New Zealand universities. It combines documentary research, an online survey and 56 in-depth interviews for data collection with culturally informed discursive, Foucauldian descriptive statistical and Foucauldian narrative analyses of data. The findings show that the convergence between New Zealand’s knowledge economy policies and Chinese students’ experiences of ‘good’ overseas study is not straightforward. This thesis argues that Chinese international students are not made and governed by a singular political power like the New Zealand Government but by multiple regimes of practices through which these students are assembled. Chinese cultural mechanisms such as filial piety, reciprocity and loyalty, play a crucial role in constituting the field of international education and assembling regimes of subjectification. Moreover, these cultural mechanisms are not only embodied in governmental technologies themselves as technical means, but also activated through the coexistence of multiple rationalities, the hybridisation of regimes of subjectification and cross-cultural applications of these technologies. This thesis helps explain both ways in which Chinese students get ‘made into’ subjects who are willing to constitute themselves as international students obliged to come to New Zealand and contribute to the knowledge economy and also the constellations of factors motivating them to move away from on-going, constant and regular engagement with New Zealand as a knowledge economy. With its findings, the thesis attempts not only to provide valuable policy recommendations but also to contribute to sociological understandings of the global governance of border-crossing population movements and comparative studies in the sociology of education.

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Fung, Chi-yeung. "The efficacy of a constructivist approach to the training of Chinese mathematics teachers". Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/725.

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This action research study was conducted to investigate the efficacy of a constructivist approach to the training of first-year Chinese student mathematics teachers in the Hong Kong Institute of Education where I am employed. A four-stage teaching model was designed, based on the learning theory of constructivism and taking into particular consideration the characteristics of Chinese learners: the maintenance of hierarchical and group harmony and high achievement motivation. In order to determine whether the application of this model in a methodology could alter the teaching beliefs of newly enrolled students, a two-phase procedure was employed. First-year students in each phase of the study were involved in solving a teaching problem. Through self-articulation, group- and class-discussions and self-reflection, the students were examined to determine any change in their beliefs about teaching mathematics. Prior beliefs about mathematics teaching, and beliefs held at the end of the methodology module were determined and compared in order to determine if new learning was in evidence. The creation of an authentic interactive learning environment to foster the kind of learning desired - a potentially safe, trusting and non-judgemental environment for free disclosure of students' opinions and feelings about mathematics teaching - was investigated. Data was generated by different quantitative and qualitative methods. Findings were cross-checked by a critical colleague and through my observation and reflections, and these were recorded as clearly, orderly, and accurately as possible. The first phase results were employed to inform and to improve the teaching of the same methodology module in the second phase.Findings in the two phases were indicative of the creation of a genuine social constructivist learning environment in which student teachers enjoyed their learning. Student teachers in the second phase implementation of my study indicated an understanding of their role in a constructivist classroom - to construct their own theories of teaching mathematics, to assist their peers in knowledge construction and to learn to learn. Student teachers in the two cohorts were found to hold entrenched constructivist beliefs about teaching mathematics. They agreed that the teacher's role was a facilitator of learning and that persistent questioning could alter knowledge about mathematics. However, at the conclusion of the module, the Phase I students seemed to re-adopt traditional approaches to teaching, whereas the Phase II students exhibited two different perspectives - an indication of the instability of their teaching beliefs. The Phase II student teachers, nevertheless, showed that they became more aware of sequencing the various interactive activities for their pupils in secondary schools. In the actual teaching, they professed their inability to realise their teaching ideals because of their inexperience in teaching and of the unexpected situations in the school settings. The present research study adds to the paucity of literature in two areas. First, the employment of a constructivist approach in the preparation of teachers of junior secondary mathematics (for pupils of age between twelve and fifteen), especially in the training of Chinese student mathematics teachers.Second, the study of a higher education lecturer conducting research to improve his/her own practice. Undeniably, further research on models to change student teachers' prior knowledge (about mathematics, about the nature of mathematics, and about the teaching and learning of mathematics), on factors affecting the instability of beliefs, and on models to facilitate continuous development of the teaching professionals are necessary if not exigent.

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Tao, Yick-Ku. "Hong Kong Chinese students' learning motivation : the role of social- versus individual-oriented achievement motivation /". View Abstract or Full-Text, 2003. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202003%20TAO.

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Thesis (Ph. D.)--Hong Kong University of Science and Technology, 2003.
Includes bibliographical references (leaves 175-193). Also available in electronic version. Access restricted to campus users.

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Lee, How-chung. "Creativity in Chinese language teaching a study on development of student teachers' conceptions and their ability in implementing creative teaching = Zhongguo yu wen ke de chuang yi jiao xue: zhi qian shou xun jiao shi chuang yi jiao xue guan nian he shi jian neng li de fa zhan yan jiu /". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38296603.

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Pacey, Robyn Lyn. "Coming Ready or Not: Chinese Students in Australia, Their Motivations, Language Proficiency and Impact on Australia's Tertiary Environment". Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367970.

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Around one in five of Australia’s tertiary students comes from overseas, with the largest proportion from the People’s Republic of China. Despite needing the revenue from international students to fund domestic tertiary places, there is continuing disquiet over the language preparedness of overseas students, the willingness of universities to allow them to bypass language entry standards, and the subsequent impact on the academics responsible for teaching them. To gauge the experience of typical Chinese students at Australian universities, this study followed a group of five for almost nine years, from when they enrolled in a foundation program in northern China to the present, to establish their motivations for wanting an Australian education, whether their language was sufficient to enable them to participate fully, and whether they were able to integrate into the academic and broader communities. The research had a secondary focus; to examine the impact of large cohorts of international students on Australia’s tertiary environment, and whether international education can be better delivered to achieve a more rewarding experience for all participants. The study began in 2005 with classroom reports and observations of the students during their foundation year, followed by annual interviews and personal contact after their arrival in Australia. To address the secondary focus of the study, data were collected from the Academic Language and Learning (ALL) advisers who assist tertiary students with language development, from the discipline academics who teach them, and from pro-vice chancellors (international) who are responsible within universities for the international education policy framework.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Shool of Education and Professional Studies
Arts, Education and Law
Full Text

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Zhang, Ran. "Confrontation or cooperation spaces of action for student grievance in Chinese universities /". [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378389.

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Thesis (Ph.D.)--Indiana University, School of Education, 2009.
Title from home page (viewed on Jul 12, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3782. Advisers: Heidi A. Ross; Martha McCarthy.

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Spencer-Oatey, Helen D. M. "Cross-cultural politeness : British & Chinese conceptions of the tutor-student relationship". Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335272.

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Liu, Siu-lin, i 廖小蓮. "The use of variation theory to improve student learning in Chinese composition". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B43895475.

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Lau, Hiu-ying, i 劉曉盈. "Child sexual abuse in Chinese community and student samples: a systematic review". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46938448.

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Yang, Chun-Ting. "Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462865990.

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Wang, Xiaofeng. "A Matter of Choice- Tertiary Student Term Time Employment: An Investigation of New Zealand Domestic and Chinese International Students". Thesis, University of Canterbury. Management, 2011. http://hdl.handle.net/10092/5323.

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Term time employment of tertiary students has increased dramatically following funding policy changes in the global Higher Education sector. Taking a comparative approach, this study of students at the University of Canterbury, New Zealand, investigates the decision to work during the academic term, the characteristics of such employment, and the perceived impacts on the university experiences of New Zealand domestic and Chinese international students. The study revealed similarities and differences between the two largest student populations. Compared to their New Zealand peers, Chinese international students are less likely to take term time employment. Among those who have worked, New Zealand domestic students do so for financial reasons, while Chinese international students value the work experience in the host country. Chinese international students receive much lower wages and tend to have shorter employment durations. In terms of perceived impacts, both New Zealand domestic and Chinese international students express a generally positive attitude towards their employment decisions, with a limited but clear awareness of the negative impacts. Interestingly, for those who have never worked, Chinese international students indicate a much stronger willingness to join the student workforce in the future. New Zealand domestic students, however, are much less likely to work if they can afford not to. This research provides empirical information about international students’ term time employment in the New Zealand context. Specific advice and mentoring services are needed at both university and government levels to provide ‘a more safe and supportive’ employment environment, especially for international students.

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Song, Lei. "Between the Cultural Push and Cultural Pull: An Exploration of Chinese International Students' Self-Concept". Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1398268643.

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Song, Ting Juan. "The CFL students' perspective of the Chinese ambiguous sentences". Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/theses/314/.

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Hsieh, Hui-hua. "From international student to integrated academic : supporting the transition of Chinese students and lecturers in UK higher education". Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1314.

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This study explores the experience of international students who become members of staff in a UK university. The role transition from international student to international staff member brings new challenges, while previous difficulties experienced as an international student may persist. Relatively few studies have investigated the challenges encountered by international staff, and discussion on how to support the transition process for Chinese academics appointed to positions in UK Higher Education (HE) institutions is limited. This study aims to explore whether previous educational experience as international students influences the transition of staff members in UK HE institutions. Data were collected from Chinese students and lecturers through focus groups, interviews, narrative stories and documentary analysis, to provide rich and in-depth data. The findings indicate that Chinese lecturers and students encountered similar challenges, and that comprehensive support arrangements can help international students to transfer smoothly to the role of university lecturers. An academic transition framework is proposed as a guideline for HE institutions to provide integrated support for Chinese academics according to their different needs and transition stages. The implications of this research may be broadly applied to other international students and lecturers,who may face similar challenges in the UK context.

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Li, Yifei. "A Grounded Theory of Chinese College Students' Self-Authorship Development". Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu15555034262482.

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Pandit, Goolam Hoosain. "Global student migration patterns reflect and strengthen the hegemony of English as a global lingua franca: A case study of Chinese students at three tertiary institutions in Cape Town in the period 2002-2004". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.

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