An exploration of Chinese students’ learning experiences in China-Australia ‘2+2’ articulation programmes: in between two systems

Abstract

Research has broadly explored the topics of transnational higher education (TNHE) and the forms of TNHE (e.g. articulation programmes) in the Chinese context from many perspectives, such as developmental history, policy, and quality assurance. Notably, Australia is one of the active partners cooperatively running articulated education programmes with China. Enrolling in an articulation programme, for example, under the 2+2 mode, students usually study in China for the first two years and then they physically move to an Australian university to complete the remaining two years of learning. Due to this particular setting, students usually engage in the process of intercultural adjustment. Various theoretical frameworks for conceptualising the process of intercultural adjustment have been proposed, for example, the stress-adaptation-development model. However, there has been limited research that attempts to investigate the learning experiences and intercultural adjustment issues of Chinese students in China-Australia articulation programmes, precisely, the 2+2 setting. This study thus aimed to investigate Chinese students' learning experiences in China-Australia 2+2 articulation programmes using the lens of intercultural adjustment.A case study based qualitative inquiry was adopted to explore students' learning experiences. As students' voices are essential for reflecting upon educational quality, it is necessary to explore their stories to reveal under-researched issues critically and in greater depth. As a former student of a 2+2 programme, I realised that there are many inherent differences in 2+2 programmes compared with other pathways regarding learning processes, cross-system issues, and potential values. Through detailed interviews with twelve Chinese students who had completed their Chinese stage and were studying in Australia under 2+2 programmes, I collected data about their learning experiences in China and Australia. Then, I critically analysed data by using both inductive and deductive lenses.My individual experiences added to the analysis and data presentation via reflective-narratives, which made me dynamically shift roles between being a former 2+2 student and currently a doctoral researcher in this study. My multiple roles as both insider and outsider in relation to the research helped me understand the experiences of the research participants, as well as my own in a comparative perspective.The learning trajectories of these students indicated that they experienced changes regarding their senses of agency, identity, and belonging as 2+2 students. Specifically, most students were able to v Publications during candidature Peer Reviewed Articles

The intercultural experiences of Chinese international students in the UK

“…Turning specifically to Chinese students, the focus of this study, Gill (2007) studied a group of Chinese students' intercultural adaptation in the UK and suggested that although there were many challenges identified, their experience was rewarding and successful because 'intercultural adaptation is in itself a process of intercultural learning, which has the potential to bring about profound changes in overseas students themselves, transforming their understanding of the learning experience, self-knowledge, awareness of the other, and values and worldview' (2007 P.175). Similarly, Dai (2018) and Dai, Lingard & Reyes (2018) examined a group of Chinese students studying in an Australian university and argued that cultural differences play important roles in international higher education programmes. It was further suggested that instead of seeking to reduce the differences, these contradictions should be leveraged as learning opportunities to enrich intercultural experiences.…”

“…It was further suggested that instead of seeking to reduce the differences, these contradictions should be leveraged as learning opportunities to enrich intercultural experiences. Both researchers (Gill 2007& Dai 2018 focused on the positive side of Chinese students' intercultural encounters, or at least regard intercultural experience as a learning opportunity leading to positive intercultural outcomes. However, in reality, research also showed it is a major concern that many Chinese students do not enjoy intercultural experiences Indeed, many Chinese students mainly or totally rely on what we term, 'the Chinese speaking circle' while they study in the UK: renting from Chinese landlords, eating in Chinese restaurants, socialising on WeChat.…”

“…As there are different waves of Chinese students' studying abroad in various historical backgrounds and many researchers have conducted similar research (Spencer-Oatey et al 2006;Dai 2018;Dai et al 2018;Gill 2007); however, no recent studies are conducted under the fast changing economic and socialcultural environments of China. Thus, the aims of this research are to examine the current Chinese students' intercultural experience in the UK, the role of the English language in this and their development of an intercultural identity.…”