LEARNING INTERNATIONAL ECONOMICS AND TRADE IN A TRANSNATIONAL PROGRAM: A PHENOMENOLOGICAL STUDY

Xiantong Zhao, Qian Lai, Hang Yi, Renying Xu

Abstract


This phenomenological study delves into the learning experiences of Chinese undergraduate students enrolled in a transnational International Economics and Trade program, which is collaboratively run by Chinese and Australian universities. Through in-depth semi-structured interviews with 23 students from various years of study, the research aims to uncover how these students navigate and derive meaning from their experiences within a cross-cultural educational setting. Data analysis reveals three prominent themes: the differences in course design for state-planned versus non-state-planned students, the challenges posed by intensive academic demands and diverse assessment methods, and the necessity of adapting to distinct teaching methodologies prevalent in the two educational systems. The findings underscore the urgent need for improved administrative coordination, enhanced collaboration among Chinese and Australian teaching staff, and better preparation for students entering transnational programs. This study significantly contributes to the understanding of the complexities inherent in cross-border higher education, providing valuable insights that can inform strategies to enhance teaching quality and enrich student experiences in similar international programs.


Keywords


Transitional program; Chinese undergraduates; Learning experience; Cross-cultural educational environment; Phenomenology

Full Text:

PDF

References


Ashton-Hay, S., Wignell, P., & Evans, K. (2016). International student transitioning experiences: Student voice. Journal of Academic Language and Learning, (10), A1–A19.

Corder, C. (1990). Teaching hard, teaching soft: A structured approach to planning and running effective training courses. Gower.

Cook-Sather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359–390.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.

Dai, K., Garcia, J. (2019). Intercultural learning in transnational articulation programs: The hidden agenda of Chinese students’ experiences. Journal of International Students, 9(2), 362–383.

Dai, K., Lingard, B., & Musofer, R. P. (2019). Mobile Chinese students navigating between fields: (Trans)forming habitus in transnational articulation programmes? Educational Philosophy and Theory, 52(12), 1329–1340.

Dai, K., Matthews, K. E., & Reyes, V. (2019). Chinese students’ assessment and learning experiences in a transnational higher education programme. Assessment & Evaluation in Higher Education, 45(1), 70–81.

Dai, K., Matthews, K. E., & Renshaw, P. (2020). Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme. Higher Education Research & Development, 39(6), 1140–1154.

Hou, J., Montgomery, C., & McDowell, L. (2014). Exploring the diverse motivations of transnational higher education in China: Complexities and contradictions. Journal of Education for Teaching, 40(3), 300–318.

Huang, F. (2007). Internationalization of higher education in the developing and emerging countries: A focus on transnational higher education in Asia. Journal of Studies in International Education, 11(3–4), 421–432.

Huang, F. (2008). Regulation and practice of transnational higher education in China. In L. Dunn & M. Wallace (Eds.), Teaching in transnational higher education: Enhancing learning for offshore international students (pp. 23–33). Routledge.

Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and individualistic learning. Prentice-Hall, Inc.

Knight, J. (2003). Updated internationalization definition. International Higher Education, (33), 2–3.

Mok, K. H., & Ong, K. C. (2014). Transforming from “Economic Power” to “Soft Power”: Transnationalisation and internationalization of higher education in China. In Q. Li & C. Gerstl-Pepin (Eds.), Survival of the fittest: The shifting contours of higher education and the United States (pp. 171–188). Springer.

Moustakas, C. (1994). Phenomenological research methods. Sage Publications

Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5), Part II, 1189–1208.

Qin, Y., & Te, A. Y. C. (2016). Cross-border higher education in China: How the field of research has developed. Chinese Education & Society, 49(4–5), 303–323.

Ruddock, H. C., & Turner, D. S. (2007). Developing cultural sensitivity: Nursing students’ experiences of a study abroad programme. Journal of Advanced Nursing, 59(4), 361–369.

Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method, and research. Sage Publications.

van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Althouse Press.

Wang, T. (2016). Intercultural dialogue framework for transnational teaching and learning. In K. Bista & F. Charlotte (Eds.), Campus support services, programs, and policies for international students (pp. 223–242). IGI Global.

Yang, R. (2008). Transnational higher education in China: Contexts, characteristics and concerns. Australian Journal of Education, 52(3), 272–286.

Yang, R. (2014). China’s strategy for the internationalization of higher education: An overview. Frontiers of Education in China, 9(2), 151–162.


Refbacks

  • There are currently no refbacks.