Qualitative data on university students’ expectations of intercultural competence: Learning under a New Zealand education style in ChinaQualitative data on university students’ expectations of intercultural competence: Learning under a New Zealand education style in ChinaAA12565522
81 , 2016-03-01 , 金沢大学外国語教育研究センター = Kanazawa University Foreign Language Institute
This study investigates university students’ expectations and perspectives about learning within the New Zealand tertiary education system in China. This study focused upon a 2+2 international program between New Zealand and China. This program consists of two years of study in China and a further two years of study in New Zealand in order to complete a degree in both countries. All the courses the students undertook in New Zealand and China were provided and arranged by a New Zealand higher education provider. The importance of analyzing a program such as this becomes evident if one notes that export education is a rapidly growing industry that has particular significance for economies in the fourth phase of industrial revolutions. In order to understand the ways that participants make sense of different experiences, a qualitative approach will primarily be used for this research, with the focus upon participant perspectives. This focus is based upon the assumption that “…the perspective of others is meaningful, knowable, and able to be made explicit” (Patton, 2002, p341). The overriding concern is to ensure that the participants’ perspectives are presented as accurately as possible (Choudhuri, Glauswer & Peregoy, 2004). The participants involved in the 2+2 international program and were aged between 19 and 23, the second year of the program in China.