Learning Together? Experiences on a China-U.K. Articulation Program in Engineering.

Autor/inn/en	Hou, Junxia; McDowell, Liz
Titel	Learning Together? Experiences on a China-U.K. Articulation Program in Engineering.
Quelle	In: Journal of studies in international education, 18 (2014) 3, S. 223-240Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1028-3153; 1552-7808
DOI	10.1177/1028315313497591
Schlagwörter	Soziale Identität; Übergang; Lernender; Interkulturelle Kompetenz; Internationalisierung; Hochschulbildung; China
Abstract	This article reports some of the findings of a longitudinal ethnographic research study on the intercultural transition experiences of 50 engineering students in a China-U.K. articulation program. It focuses on the interaction between these students and the U.K.-based cohort, mainly home students. The findings indicate that lack of suitable interventions at the initial stage, the competition for insufficient resources, double-language barriers, and different questioning behaviors led the Chinese and U.K. students to self-categorize themselves into "us" and "them." The separation has a negative impact on peer learning. This research suggests that integration in the class can be promoted through developing a low-stakes learning environment, enhancing intercultural competence and developing a common in-group identity as engineering students on the same program. (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2015/1