Exploring intercultural awareness: international student mobility in China and the UK through a non-essentialist lens

Monika Foster

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

In the research literature regarding international students’ learning experiences, a frequently studied
theme is the ‘Chinese culture of learning’ as contrasted by the ‘Western/United Kingdom (UK) culture of learning’. This essentialist approach tends to reduce culture of learning to a static, nationally-bound object that exists a priori. A cross-faculty study examined the complexities underpinning culture of learning in the context of student mobility, using a non-essentialist lens. Using individual experiences, unique perspectives on own and host cultures of learning by students from China studying ‘business’ in the UK and students from the UK studying ‘design’ in China are captured in seven distinct themes, including good teaching, good learning, peers and assessment. The results inform the design of student mobility programs with aspects of intercultural empathy, as well as preparation for and benefits from study abroad as a feature of the internationalised of Higher Education (HE).
Original languageEnglish
Title of host publicationHandbook of Research on Study Abroad Programs and Outbound Mobility
EditorsDonna M. Velliaris, Deb Coleman-George
PublisherIdea Group Inc
Chapter14
Pages349-369
Number of pages21
ISBN (Electronic)9781522501701
ISBN (Print)9781522501695, 152250169X
DOIs
Publication statusPublished - Aug 2016
Externally publishedYes

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Foster, M. (2016). Exploring intercultural awareness: international student mobility in China and the UK through a non-essentialist lens. In D. M. Velliaris, & D. Coleman-George (Eds.), Handbook of Research on Study Abroad Programs and Outbound Mobility (pp. 349-369). Idea Group Inc. https://doi.org/10.4018/978-1-5225-0169-5.ch014