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Статті в журналах з теми "Student exchange programs Australia"
Daly, Amanda. "Determinants of participating in Australian university student exchange programs." Journal of Research in International Education 10, no. 1 (April 2011): 58–70. http://dx.doi.org/10.1177/1475240910394979.
Повний текст джерелаOguro, Susan, and Angela Giovanangeli. "Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'." International Journal of Bias, Identity and Diversities in Education 1, no. 2 (July 2016): 29–38. http://dx.doi.org/10.4018/ijbide.2016070103.
Повний текст джерелаMarriott, Helen. "Changing trends in Australia‐Japan and Japan‐Australia student exchanges and study abroad programs." Japanese Studies 14, no. 2 (September 1994): 50–74. http://dx.doi.org/10.1080/10371399408727577.
Повний текст джерелаMiles, Debra, Nonie Harris, and Piyachat Dhephasadin Na Ayudhaya. "Stepping Forward to Learn: Thai Students Reflect on Hosting Australian International Exchange Students." Journal of Studies in International Education 23, no. 2 (August 31, 2018): 217–33. http://dx.doi.org/10.1177/1028315318797177.
Повний текст джерелаJoseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (October 3, 2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.
Повний текст джерелаKraft, Carina, Debora Jeske, and Leopold Bayerlein. "Seeking diversity? Consider virtual internships." Strategic HR Review 18, no. 3 (June 10, 2019): 133–37. http://dx.doi.org/10.1108/shr-12-2018-0100.
Повний текст джерелаBitok, Jane Jebet, Alice Ondigi, and Esther Munyiri. "Foreign Scholars Activities and their Impacts on Sustainable Tourism Development in Nairobi Metropolis, Kenya." Journal of Hospitality and Tourism Management 6, no. 1 (January 27, 2023): 30–46. http://dx.doi.org/10.53819/81018102t2119.
Повний текст джерелаCraigie, Gordon, and Hongbin Chi. "Preface: 2022 International Conference on Governance of Accounting and Global Business Management (GAGBM 2022)." BCP Business & Management 27 (September 6, 2022): I. http://dx.doi.org/10.54691/bcpbm.v27i.1814.
Повний текст джерелаVorontsova, A., and Y. Malyshenko. "PECULIARITIES OF FORMATION OF FACTORS OF INCREASING COMPETITIVENESS IN THE INTERNATIONAL MARKET OF EDUCATIONAL SERVICES." Vìsnik Sumsʹkogo deržavnogo unìversitetu 2022, no. 1 (2022): 129–36. http://dx.doi.org/10.21272/1817-9215.2022.1-14.
Повний текст джерелаMesser, Dolores, and Stefan C. Wolter. "Are student exchange programs worth it?" Higher Education 54, no. 5 (July 8, 2006): 647–63. http://dx.doi.org/10.1007/s10734-006-9016-6.
Повний текст джерелаДисертації з теми "Student exchange programs Australia"
Fisher-Moore, Deborah Lee. "Goals of international exchange : an exploratory study of why American host families participate in international exchange programs." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3569.
Повний текст джерелаGriggs, Lindy, of Western Sydney Nepean University, and Faculty of Education. "Dilemmas and discernment : towards a phenomenography of the experience of hosting in the curricula of student exchange programs." THESIS_FE_XXX_Griggs_L.xml, 2000. http://handle.uws.edu.au:8081/1959.7/617.
Повний текст джерелаDoctor of Philosophy (PhD)
Griggs, Lindy. "Dilemmas and discernment : towards a phenomenography of the experience of hosting in the curricula of student exchange programs /." [Bankstown, N.S.W.] : Faculty of Education, University of Western Sydney, Nepean, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030513.101718/index.html.
Повний текст джерела"Submitted for the degree of Doctor of Philosophy, Faculty of Education, University of Western Sydney, Nepean." "June 2000" Bibliography: leaves 276 - 302.
Rose, Michael C. "INTERNATIONAL STUDENT ADAPTABILITY: THE INFLUENCE OF THE SINO-AMERICAN 1+2+1 DUAL DEGREE PROGRAM." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/267.
Повний текст джерелаKoop, Gabrielle A., of Western Sydney Nepean University, and Faculty of Education. "Assessment and undergraduate learning." THESIS_FE_XXX_Koop_G.xml, 1998. http://handle.uws.edu.au:8081/1959.7/825.
Повний текст джерелаDoctor of Philosophy (PhD)
Keyes, McKenna Nicole. "International Educational Exchange Programs as a Promoter of Peace? : Moving Beyond Assumptions of Attitude Change to Identify a Causal Pathway." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446222.
Повний текст джерелаWeidemann, Arne. "Die Erforschung und Lehre interkultureller Kommunikation und Kompetenz." Doctoral thesis, Universitätsbibliothek Chemnitz, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-77481.
Повний текст джерелаIf one views intercultural competence not as a set of – ultimately parameter-based – skills, but as a result of an understanding of otherness, intercultural competence cannot be taught as such. What can be taught, however, is the way one can make sense of otherness, hermeneutics. Understanding and explaining intercultural interactions requires an approach that is open to the self and world relations of interactants and thus committed to emic, not etic, description of actions and ascription of meaning to actions. This necessitates an understanding of culture that views culture as a result of individual action and all action as steeped in culture. Methodologically, this calls for qualitative interpretive methods. This – partially cumulative – dissertation consists of three parts. The first part discusses in detail two hermeneutic approaches to interculturality: Ernst E. Boesch’s Symbolic Action Theory and Jürgen Straub’s Relational Hermeneutics. Using Grounded Theory (Glaser/Strauss), these two approaches can be turned into a highly useful tool for the investigation of intercultural phenomena: Pragma-Semantic Analysis. The second part contains eight papers and articles. Starting with three papers demonstrating the usefulness of pragma-semantic analysis if applied to authentic ethnographic data, this part also explores interculturality in host families in international youth exchange and the intercultural systematics of tourism. The other four papers address various aspects of teaching the subject of Intercultural Communication at universities – degree structures, teaching/research projects and needs analysis. The recurring theme in these four papers is the necessity of a close interrelation between research and teaching as well as theory and practice. The third part, based on a case study from the second, outlines challenges and opportunities for the development of intercultural study programmes at the University of Chemnitz. The methodology employed here is pertinent to all universities wishing to implement intercultural studies programmes that suit their particular local and institutional requirements
"A case study of a micro-term study abroad program: Japanese high school students who travel to Australia." 2008. http://library.cuhk.edu.hk/record=b5896829.
Повний текст джерелаThesis (M.Phil.)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (p. 211-226).
Abstracts in English and Chinese; appendix also in Japanese.
ABSTRACT (English) --- p.i
ABSTRACT (Chinese) --- p.ii
ACKNOWLEDGEMENTS --- p.v
TABLE OF CONTENTS --- p.vii
LIST OF TABLES --- p.xix
ACRONYMS --- p.xx
Chapter CHAPTER 1 --- INTRODUCTION
Chapter 1.1 --- Background to this Study --- p.1
Chapter 1.2 --- Purpose of this Study --- p.2
Chapter 1.3 --- Research Questions --- p.3
Chapter 1.4 --- Significance of this Study --- p.4
Chapter 1.5 --- Organization --- p.5
Chapter CHAPTER 2 --- LITERATURE REVIEW
Chapter 2.1 --- Introduction --- p.7
Chapter 2.1.1 --- Terminology --- p.7
Chapter 2.1.1.1 --- Study Abroad --- p.7
Chapter 2.1.1.2 --- Program Duration --- p.8
Chapter 2.2 --- Overview of Study Abroad Literature --- p.8
Chapter 2.2.1 --- Product-Orientated Studies of Language and Intercultural Learning --- p.9
Chapter 2.2.2 --- Process-Orientated Studies of Language and Intercultural Learning --- p.11
Chapter 2.3 --- Intercultural Communicative Competence --- p.16
Chapter 2.3.1 --- Byram's (1997) Model of Intercultural Communicative Competence --- p.21
Chapter 2.4 --- Individual Differences and Study Abroad --- p.27
Chapter 2.4.1 --- Attitude --- p.28
Chapter 2.4.2 --- "Motivation, Investment and Language Learning" --- p.31
Chapter 2.4.3 --- Willingness to Communicate (WTC) --- p.33
Chapter 2.4.4 --- Language Anxiety --- p.35
Chapter 2.4.5 --- Self-Efficacy --- p.36
Chapter 2.4.6 --- "Ecology, Linguistic/Cultural Affordances and Agency" --- p.37
Chapter 2.4.7 --- Culture Shock and Adjustment --- p.39
Chapter 2.5 --- Summary --- p.44
Chapter CHAPTER 3 --- STUDY ABROAD PROGRAM OVERVIEW AND RESEARCH METHODOLOGY
Chapter 3.1 --- Introduction --- p.46
Chapter 3.2 --- Part One: Overview of the Micro-term Study Abroad Program --- p.46
Chapter 3.2.1 --- Overview of the Micro-term Study Abroad Program --- p.46
Chapter 3.2.1.1. --- Program Aims --- p.46
Chapter 3.2.1.2 --- Home Institution --- p.47
Chapter 3.2.1.2.1 --- Background --- p.47
Chapter 3.2.1.2.2 --- International Course --- p.47
Chapter 3.2.1.3 --- Host Institution --- p.48
Chapter 3.2.1.3.1 --- Background --- p.48
Chapter 3.2.1.3.2 --- Homestay Family Selection Process --- p.48
Chapter 3.2.1.3.3 --- The Buddy System --- p.49
Chapter 3.2.2 --- Program Components --- p.49
Chapter 3.2.2.1 --- Pre-Sojourn --- p.49
Chapter 3.2.2.1.1 --- Pre-Sojourn Preparation --- p.49
Chapter 3.2.2.1.1.1. --- Pre-Sojourn Recruitment --- p.50
Chapter 3.2.2.1.2 --- Orientation Materials --- p.51
Chapter 3.2.2.1.3 --- Orientation Procedures --- p.53
Chapter 3.2.2.1.3.1 --- Cultural Exchange Preparation --- p.53
Chapter 3.2.2.1.3.2 --- Comparative Study --- p.53
Chapter 3.2.2.1.3.3 --- Goal Setting --- p.54
Chapter 3.2.2.1.3.4 --- Linguistic Preparation --- p.54
Chapter 3.2.2.2 --- Sojourn --- p.54
Chapter 3.2.2.3 --- Post-Sojourn --- p.55
Chapter 3.3 --- Part Two: Investigation of the Micro-term Study Abroad Program --- p.55
Chapter 3.3.1 --- Research Design --- p.55
Chapter 3.3.2 --- The Researcher --- p.56
Chapter 3.3.3 --- Pilot Study --- p.57
Chapter 3.3.3.1 --- Aims --- p.57
Chapter 3.3.3.2 --- Instrument Testing --- p.57
Chapter 3.3.3.3 --- Data Processing and Analysis --- p.58
Chapter 3.3.3.4 --- Findings --- p.59
Chapter 3.3.3.5 --- Lessons Learned --- p.60
Chapter 3.3.4 --- Main Study --- p.61
Chapter 3.3.4.1 --- Stakeholders --- p.61
Chapter 3.3.4.1.1 --- Home Institution --- p.61
Chapter 3.3.4.1.1.1 --- Ms Mori --- p.61
Chapter 3.3.4.1.1.2 --- Mr Fujimori --- p.62
Chapter 3.3.4.1.1.3 --- Japan Travel Bureau (JTB) --- p.62
Chapter 3.3.4.1.2 --- Host Institution --- p.63
Chapter 3.3.4.1.2.1 --- Ms Ross --- p.63
Chapter 3.3.4.1.2.2 --- Mrs Farmer --- p.63
Chapter 3.3.4.1.2.3 --- Mr Cressing --- p.64
Chapter 3.3.4.1.2.4 --- Mr French --- p.64
Chapter 3.3.4.1.3 --- Host Family Profiles --- p.64
Chapter 3.3.4.2 --- Data Collection --- p.66
Chapter 3.3.4.2.1 --- Questionnaires --- p.67
Chapter 3.3.4.2.2 --- Interviews --- p.70
Chapter 3.3.4.2.3 --- Journals --- p.71
Chapter 3.3.4.2.4 --- Observation and Field Notes --- p.72
Chapter 3.3.4.3 --- Triangulation of Data --- p.73
Chapter 3.3.4.4 --- Time Frame and Data Collection --- p.73
Chapter 3.3.4.5 --- Data Processing and Analysis --- p.75
Chapter 3.3.4.6 --- Participants --- p.76
Chapter 3.3.4.6.1 --- Selection Criteria for Four Case Participants --- p.76
Chapter 3.3.4.6.2 --- Demographic and Language Background --- p.77
Chapter 3.3.5 --- Validity and Reliability --- p.79
Chapter 3.3.6 --- Ethics --- p.80
Chapter 3.3.7 --- Limitations --- p.81
Chapter 3.3.8 --- Summary --- p.83
Chapter CHAPTER 4 --- STUDENT STORIES:HlROKO AND KENJI
Chapter 4.1 --- Introduction --- p.85
Chapter 4.2 --- Hiroko's Journey --- p.85
Chapter 4.2.1 --- Profile & Family Background --- p.85
Chapter 4.2.2 --- Background in English --- p.86
Chapter 4.3 --- Pre-Sojourn --- p.87
Chapter 4.3.1 --- Concerns --- p.87
Chapter 4.3.2 --- Sojourn Aims --- p.87
Chapter 4.4 --- Sojourn --- p.88
Chapter 4.4.1. --- Sabrina & the Host Family --- p.88
Chapter 4.4.2 --- First Impressions --- p.88
Chapter 4.4.3 --- Interaction with her Buddy..............................: --- p.90
Chapter 4.4.4 --- School Recess Time --- p.91
Chapter 4.4.5 --- Stomachaches --- p.91
Chapter 4.4.6 --- Rejecting her Buddy --- p.92
Chapter 4.4.7 --- Outpourings --- p.93
Chapter 4.4.8 --- Different Styles of Mentoring --- p.94
Chapter 4.4.9 --- Growing Calm --- p.95
Chapter 4.4.10 --- A Good Ending --- p.96
Chapter 4.5 --- Immediately Post-Sojourn --- p.96
Chapter 4.6 --- Four Months Post-Sojourn --- p.98
Chapter 4.7 --- Kenji's Journey --- p.100
Chapter 4.7.1 --- Profile & Family Background --- p.100
Chapter 4.7.2 --- Background in English --- p.102
Chapter 4.8 --- Pre-Sojourn --- p.103
Chapter 4.8.1 --- Concerns --- p.103
Chapter 4.8.2 --- Sojourn Aims --- p.103
Chapter 4.9 --- Sojourn --- p.104
Chapter 4.9.1. --- Nancy & the Host Family --- p.104
Chapter 4.9.2 --- Sudden Apprehension --- p.104
Chapter 4.9.3 --- Feeling I11 --- p.106
Chapter 4.9.4 --- Return to School following his Illness --- p.108
Chapter 4.9.5 --- Inability to Connect with his Buddy --- p.108
Chapter 4.9.6 --- Kenji´ةs Need for Company Satisfied --- p.110
Chapter 4.9.7 --- Starting to Feel Part of the Family --- p.111
Chapter 4.9.8 --- Program Participation --- p.112
Chapter 4.9.9 --- Departure from the Australian School --- p.113
Chapter 4.10 --- Immediately Post-Sojourn --- p.114
Chapter 4.11 --- Four Months Post-Sojourn --- p.116
Chapter 4.12 --- Summary --- p.118
Chapter CHAPTER 5 --- STUDENT STORIES: CHIAKI AND YUMI
Chapter 5.1 --- Introduction --- p.119
Chapter 5.2 --- Chiaki´ةs Journey --- p.119
Chapter 5.2.1 --- Profile & Family Background --- p.119
Chapter 5.2.2 --- Background in English --- p.120
Chapter 5.3 --- Pre-Sojourn --- p.121
Chapter 5.3.1 --- Concerns --- p.121
Chapter 5.3.2 --- Sojourn Aims --- p.121
Chapter 5.4 --- Sojourn --- p.122
Chapter 5.4.1 --- David & the Host Family --- p.122
Chapter 5.4.2 --- First Impressions --- p.123
Chapter 5.4.3 --- “Enviable´ح --- p.123
Chapter 5.4.4 --- A Full Homestay Program --- p.124
Chapter 5.4.5 --- Easy Communication with her Buddy --- p.125
Chapter 5.4.6 --- Lack of Agency --- p.126
Chapter 5.4.7 --- New Perspectives on Gender Relations --- p.128
Chapter 5.4.8 --- Deepening Buddy Friendship --- p.128
Chapter 5.4.9 --- Departure from the Australian School --- p.129
Chapter 5.5 --- Immediately Post-Sojourn --- p.130
Chapter 5.6 --- Four Months Post-Sojourn --- p.132
Chapter 5.7 --- Yumi´ةs Journey --- p.134
Chapter 5.7.1 --- Profile & Family Background --- p.134
Chapter 5.7.2 --- Background in English --- p.135
Chapter 5.8 --- Pre-Sojourn --- p.136
Chapter 5.8.1 --- Concerns --- p.136
Chapter 5.8.2 --- Sojourn Aims --- p.136
Chapter 5.9 --- Sojourn --- p.137
Chapter 5.9.1 --- Joy & the Host Family --- p.137
Chapter 5.9.2 --- First Impressions --- p.138
Chapter 5.9.3 --- Feeling Rejected by her Hosts --- p.139
Chapter 5.9.4 --- An Ethnocentric Lens --- p.140
Chapter 5.9.5 --- The Role of the Japanese Group --- p.141
Chapter 5.9.6 --- Host family Perspectives --- p.142
Chapter 5.9.7 --- Breakdown and Mediation --- p.143
Chapter 5.9.8 --- Identifying with her Group --- p.144
Chapter 5.9.9 --- Departure from the Australian School --- p.146
Chapter 5.10 --- Immediately Post-Sojourn --- p.146
Chapter 5.11 --- Four Months Post-Sojourn --- p.147
Chapter 5.12 --- Summary --- p.150
Chapter CHAPTER 6 --- RESULTS AND DISCUSSION
Chapter 6.1 --- Introduction --- p.152
Chapter 6.2 --- Guiding Question One --- p.152
Chapter 6.2.1 --- Savoir etre --- p.152
Chapter 6.2.2 --- Savoirs --- p.157
Chapter 6.2.3 --- Savoir faire --- p.159
Chapter 6.2.4 --- Savoir apprendre --- p.163
Chapter 6.3 --- Guiding Question Two --- p.166
Chapter 6.3.1 --- Personal Development --- p.166
Chapter 6.3.2 --- Intercultural Development --- p.167
Chapter 6.3.3 --- Linguistic Development --- p.169
Chapter 6.4 --- Guiding Question Three --- p.170
Chapter 6.4.1 --- The Japanese Home Institution --- p.170
Chapter 6.4.2 --- The Australian Host Institution --- p.173
Chapter 6.5 --- Guiding Question Four --- p.173
Chapter 6.5.1 --- Yumi --- p.173
Chapter 6.5.2 --- Hiroko --- p.175
Chapter 6.5.3 --- Chiaki --- p.175
Chapter 6.5.4 --- Kenji --- p.176
Chapter 6.6 --- Summary of Findings --- p.178
Chapter 6.7 --- Summary --- p.180
Chapter CHAPTER 7 --- CONCLUSION
Chapter 7.1 --- Introduction --- p.182
Chapter 7.2 --- Pedagogical Implications --- p.182
Chapter 7.2.1 --- Pre-Sojourn --- p.183
Chapter 7.2.1.1 --- Initial Stages and Procedures --- p.183
Chapter 7.2.1.1.1 --- Needs Analysis --- p.183
Chapter 7.2.1.1.2 --- Program Design --- p.184
Chapter 7.2.1.1.3 --- Advance Planning and Communications --- p.186
Chapter 7.2.1.2 --- Home Institution --- p.186
Chapter 7.2.1.2.1 --- Pre-Sojourn Orientation --- p.187
Chapter 7.2.1.2.2 --- Linguistic Preparation --- p.188
Chapter 7.2.1.2.3 --- Intercultural Learning Preparation --- p.190
Chapter 7.2.1.2.4 --- Intercultural Awareness Building --- p.191
Chapter 7.2.1.2.5 --- Student Goals --- p.191
Chapter 7.2.1.2.6 --- Cultural Exchange Preparation --- p.192
Chapter 7.2.1.2.7 --- Access to Past Sojourners --- p.193
Chapter 7.2.1.3 --- Host Institution --- p.193
Chapter 7.2.1.3.1 --- Selection of Buddies and Peer-matching --- p.193
Chapter 7.2.1.3.2 --- Orientation of Buddies --- p.194
Chapter 7.2.1.3.3 --- Selection of Homestay Families --- p.195
Chapter 7.2.1.3.4 --- Orientation of Homestay Families --- p.196
Chapter 7.2.2 --- Sojourn --- p.198
Chapter 7.2.2.1 --- Arrival Orientation --- p.198
Chapter 7.2.2.2 --- Program Content --- p.198
Chapter 7.2.2.3 --- Mid-Sojourn Debriefing --- p.199
Chapter 7.2.2.4 --- Reflective Learning using Diaries --- p.200
Chapter 7.2.2.5 --- Programmed Cultural Learning --- p.201
Chapter 7.2.2.6 --- Activities with Buddies --- p.202
Chapter 7.22.7 --- Support and Guidance throughout the Sojourn --- p.203
Chapter 7.2.2.8 --- Closure --- p.204
Chapter 7.2.3 --- Post-Sojourn --- p.204
Chapter 7.2.3.1 --- Home Institution --- p.204
Chapter 7.2.3.1.1 --- Reentry Shock --- p.204
Chapter 7.2.3.1.2 --- Sojourner Debriefing --- p.205
Chapter 7.2.3.2 --- Host Institution --- p.205
Chapter 7.2.3.2.1 --- Buddy Debriefing --- p.205
Chapter 7.3 --- Research Implications --- p.206
Chapter 7.3.1 --- Limitations of this Study --- p.206
Chapter 7.3.2 --- Suggestions for Further Study --- p.207
Chapter 7.4 --- Summary --- p.209
REFERENCES --- p.211
APPENDIX A Stakeholder Interviews
Chapter A.1 --- Mr Oda (JTB) --- p.227
Chapter A.2 --- Mr French --- p.228
Chapter A.3 --- Mr Cressing --- p.229
Chapter A.4 --- Mrs Farmer --- p.230
APPENDIX B Pilot Study - Questionnaires (Japanese & English)
Chapter B.1 --- Pre-Study Abroad Language Contact Profile --- p.231
Chapter B.2 --- Pre-Study Abroad Questionnaire - Students --- p.236
Chapter B.3 --- Pre-Study Abroad Questionnaire - Teachers --- p.239
Chapter B.4 --- Pre-Study Abroad Questionnaire - Parents --- p.241
Chapter B.5 --- Adapted SES Survey 1 --- p.243
Chapter B.6 --- Adapted SES Survey 2 --- p.247
APPENDIX C Main Study - Questionnaires (Japanese & English)
Chapter C.1 --- Pre-Study Abroad Language Contact Profile - Students --- p.251
Chapter C.2 --- Pre-Study Abroad Questionnaire for Students --- p.257
Chapter C.3 --- Pre-Study Abroad Questionnaire for Parents --- p.261
Chapter C.4 --- Pre-Study Abroad Questionnaire for Teachers --- p.265
Chapter C.5 --- Adapted SES Survey 1 --- p.268
Chapter C.6 --- Adapted SES Survey 2 --- p.272
Chapter C.7 --- Homestay Family Questionnaire --- p.276
Chapter C.8 --- Post-Study Abroad Language Contact Profile --- p.278
Chapter C.9 --- Post-Study Abroad Questionnaire for Students --- p.282
Chapter C.10 --- Post Study-Abroad Questionnaire for Parents --- p.286
Chapter C.11 --- Post SA Questionnaire for Teachers --- p.289
APPENDIX D Four Month Post-Sojourn Interviews (Semi-structured)
Chapter D.1 --- Group Interview Session --- p.291
Chapter D.2 --- Individual Interview - Hiroko --- p.292
Chapter D.3 --- Individual Interview - Kenji --- p.293
Chapter D.4 --- Individual Interview - Chiaki --- p.294
Chapter D.5 --- Individual Interview - Yumi --- p.295
APPENDIX E Nisshi Diary (Japanese & English) --- p.296
APPENDIX F Consent Form --- p.302
Chen, Chao Ju, and 陳昭如. "Understanding Behavioral Intention to Participate in Short-term Exchange Student Programs in Taiwan among Chinese college students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/93403784590028545499.
Повний текст джерела東海大學
管理碩士在職專班
99
As the advanced education in Taiwan has been immensely affected by low birth rate and internationalization, with which the global competition accelerated by WTO goes hand in hand in bonding the cross-straits relations even tighter and closer. In the past research literature regarding the visits from the Mainland’s university students to Taiwan, there has seen a lack of first-hand questionnaire surveys targeting short-term exchanges or enrollment of the Mainland’s university students at the universities in Taiwan, not to mention that very few theses have addressed the visits from these students to Taiwan. Presently the Mainland China has become the largest country of origin in the world (CAN, 2011). With Taiwan’s policies loosening in the Mainland’s higher education certification and enrollment of students from the Mainland, the short-term exchange program may well attract better students from the Mainland and hence broaden the horizon and increase the competitive edge of Taiwanese students. Such issues are worth further discussion and exploration. Understanding Behavioral Intention to Participate in Short-term Exchange Student Programs in Taiwan among Chinese college students with Theories of Planned Behavior and Technology Acceptance Model and further scrutinizes the correlations of the “constructs” such as the intentions of exchange, attitudes, subjective norms, perceived behavior control, application, facility, innovativeness, attraction and policy acceptance. The study hopes to provide resources for the authorities concerned and enterprises in devising more complete educational policies regarding exchange programs. The current study adopts sampling questionnaires and selects first to fourth year university students from Beijing, Shanghai, Hangzhou, and Fuzhou as subjects. Number of effective returned questionnaires was 210 (32 on-line questionnaires and 178 paper copies). The study based its analysis and investigation upon the returned questionnaires and, according to the research results, provides conclusion as follows: 1.Understanding Behavioral Intention to Participate in Short-term Exchange Student Programs in Taiwan among Chinese college students from the mainland was affected by Attitude, only. And not affected by subjective norms and perceived behavior. 2.In the Technology Acceptance Model, T.A.M. The exploration of the intentions of short-term exchange students from the mainland attraction have affect on innovativeness, application but not on facility. 3.Location attraction and policy acceptance have affect on that, also.
Cushner, Kenneth H. "The use of a culture-general assimilator in the orientation of adolescent exchange students living in New Zealand." Thesis, 1987. http://hdl.handle.net/10125/9558.
Повний текст джерелаКниги з теми "Student exchange programs Australia"
Nemoto, Hiroyuki. The management of intercultural academic interaction: Student exchanges between Japanese and Australian universities. Newcastle upon Tyne: Cambridge Scholars Publishing, 2011.
Знайти повний текст джерелаFlynn, Pat. Out of his league. New York: Walker & Co., 2008.
Знайти повний текст джерелаVictoria, Heywood, ed. Working overseas: A working holiday guide. 5th ed. Newcastle, N.S.W: Global Exchange, 2004.
Знайти повний текст джерелаMesser, Dolores. Are student exchange programs worth it? Bonn, Germany: IZA, 2005.
Знайти повний текст джерелаLiving with your exchange student. Bloomington, Ind: iUniverse, 2011.
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Strenger, Natascha, Marcus Petermann, and Sulamith Frerich. "Student Exchange Programs in Engineering Sciences Between USA and Germany." In Engineering Education 4.0, 611–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46916-4_45.
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Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, September 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.
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