Dissertation•
An exploration of students' experiences and interpretations of an internationalisation policy implemented in a Chinese university : a case study
01 Jan 2018-
TL;DR: In this paper, a case study focused on the internationalization policies of a Chinese university and examined how they are experienced and perceived by both international and home students, focusing on how the institutional system promotes not only the students' development of intercultural communicative competence, but also their understanding and perceptions of their intercultural communication experience within this context.
Abstract: This case study centres on the internationalisation policies of a Chinese university— University X—and examines how they are experienced and perceived by both this university’s international and home students The study focuses on how the institutional system promotes not only the students’ development of intercultural communicative competence, but also their understanding and perceptions of their intercultural communication experience within this context
The empirical findings of this study show first that 1) the internationalisation policies of this specific Chinese university relate to specific five areas These relate to: the introduction of high-quality international education resources; attracting foreign students; faculty development; extracurricular (intercultural) activities; and management of the university’s administration system The university’s policy initiatives and strategies correspond with three aspects of the theories that relate to the internationalisation of higher education These are: curriculum internationalisation; internationalisation at home; and, intercultural dialogue; 2) students’ experiences of the institutional system in terms of their perceptions of: their teachers and learning experience; their intercultural communication experience inside the classroom; their intercultural communication experience outside the classroom and within the wider community; and, their experiences with the university’s administrative system; and, 3) the variety of factors that influence both Chinese and international students’ development of intercultural competence and their understanding of intercultural communication experience with one another These include: language issues; differences in motivation and life style; attitudes towards intercultural communication; and, rapport with the local community
The study’s findings provide valuable insights into the development of students’ intercultural competence as a result of the institution’s internationalisation policy, and have practical implications for higher education internationalisation, especially in the context of China
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385 citations
Journal Article•
TL;DR: Canagarajah as discussed by the authors presents Resisting Linguistic Imperialism in English Teaching: A Resena de libro: A. Suresh Canagaraja. Oxford: Oxford University Press. 1999,216 paginas
Abstract: Resena de libro: A. Suresh Canagarajah. Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press. 1999,216 paginas
350 citations
01 Jan 2016
Abstract: Thank you for downloading language culture and communication the meaning of messages. As you may know, people have search numerous times for their favorite books like this language culture and communication the meaning of messages, but end up in harmful downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they are facing with some infectious virus inside their computer.
28 citations
References
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TL;DR: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology as mentioned in this paper, and it offers an accessible and theoretically flexible approach to analysing qualitative data.
Abstract: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
103,789 citations
"An exploration of students' experie..." refers background or methods in this paper
...Therefore, the detailed procedures for coding individual interview data I used drew on the following steps; these accorded with Braun and Clarke’s (2006) six phases of data analysis:...
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...The thematic analysis at this stage was, therefore, mapped onto pre-existing frameworks and models within the literature (Braun & Clarke, 2006)....
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...…consistency in understanding the data together with its context, and also to promote familiarity with the data from an analyst’s point of view (Braun & Clarke, 2006), I, therefore, took the role of the interviewer, transcriber, and data analyst when transcribing all the face-to face…...
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...…which “acknowledge the ways individuals make meaning of their experience, and, in turn, the ways the broader social context impinges on those meanings” (Braun & Clarke, 2006), the students’ accounts were interpreted with two specific objectives in Chapter Three: Methodology and Methods 48 mind....
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...As a fundamental method of qualitative analysis, thematic analysis is advantageous in terms of its flexibility and its ability to provide a detailed account of the data through identifying, analyzing and reporting patterns (Braun & Clarke, 2006)....
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Book•
01 Jan 1991
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Abstract: In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.
43,846 citations
"An exploration of students' experie..." refers methods in this paper
...Such a process also accords with Lave and Wenger’s (1991) conceptualization of community of practice as part of a more general social theory of learning that occurs in a community through interactions of the members and for the benefit of the members....
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Book•
12 Jan 1994
TL;DR: This book presents a step-by-step guide to making the research results presented in reports, slideshows, posters, and data visualizations more interesting, and describes how coding initiates qualitative data analysis.
Abstract: Matthew B. Miles, Qualitative Data Analysis A Methods Sourcebook, Third Edition. The Third Edition of Miles & Huberman's classic research methods text is updated and streamlined by Johnny Saldana, author of The Coding Manual for Qualitative Researchers. Several of the data display strategies from previous editions are now presented in re-envisioned and reorganized formats to enhance reader accessibility and comprehension. The Third Edition's presentation of the fundamentals of research design and data management is followed by five distinct methods of analysis: exploring, describing, ordering, explaining, and predicting. Miles and Huberman's original research studies are profiled and accompanied with new examples from Saldana's recent qualitative work. The book's most celebrated chapter, "Drawing and Verifying Conclusions," is retained and revised, and the chapter on report writing has been greatly expanded, and is now called "Writing About Qualitative Research." Comprehensive and authoritative, Qualitative Data Analysis has been elegantly revised for a new generation of qualitative researchers. Johnny Saldana, The Coding Manual for Qualitative Researchers, Second Edition. The Second Edition of Johnny Saldana's international bestseller provides an in-depth guide to the multiple approaches available for coding qualitative data. Fully up-to-date, it includes new chapters, more coding techniques and an additional glossary. Clear, practical and authoritative, the book: describes how coding initiates qualitative data analysis; demonstrates the writing of analytic memos; discusses available analytic software; suggests how best to use the book for particular studies. In total, 32 coding methods are profiled that can be applied to a range of research genres from grounded theory to phenomenology to narrative inquiry. For each approach, Saldana discusses the method's origins, a description of the method, practical applications, and a clearly illustrated example with analytic follow-up. A unique and invaluable reference for students, teachers, and practitioners of qualitative inquiry, this book is essential reading across the social sciences. Stephanie D. H. Evergreen, Presenting Data Effectively Communicating Your Findings for Maximum Impact. This is a step-by-step guide to making the research results presented in reports, slideshows, posters, and data visualizations more interesting. Written in an easy, accessible manner, Presenting Data Effectively provides guiding principles for designing data presentations so that they are more likely to be heard, remembered, and used. The guidance in the book stems from the author's extensive study of research reporting, a solid review of the literature in graphic design and related fields, and the input of a panel of graphic design experts. Those concepts are then translated into language relevant to students, researchers, evaluators, and non-profit workers - anyone in a position to have to report on data to an outside audience. The book guides the reader through design choices related to four primary areas: graphics, type, color, and arrangement. As a result, readers can present data more effectively, with the clarity and professionalism that best represents their work.
41,986 citations
Book•
01 Jan 2008
TL;DR: In this paper, the authors present strategies for qualitative data analysis, including context, process and theoretical integration, and provide a criterion for evaluation of these strategies and answers to student questions and answers.
Abstract: Introduction -- Practical considerations -- Prelude to analysis -- Strategies for qualitative data analysis -- Introduction to context, process and theoretical integration -- Memos and diagrams -- Theoretical sampling -- Analyzing data for concepts -- Elaborating the analysis -- Analyzing data for context -- Bringing process into the analysis -- Integrating around a concept -- Writing theses, monographs, and giving talks -- Criterion for evaluation -- Student questions and answers to these.
31,251 citations
Book•
01 Jan 1980TL;DR: In this article, the context of educational research, planning educational research and the styles of education research are discussed, along with strategies and instruments for data collection and research for data analysis.
Abstract: Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis
21,163 citations
"An exploration of students' experie..." refers background in this paper
...…is, people who are familiar with the relevant issues being studied because of “their professional role, power, access to networks, expertise or experience” (Cohen et al., 2011, p. 157), and who are also eligible to comment on those issues or topics with which the researcher is mostly concerned....
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