Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
18,236
result(s) for
"Chinese students"
Sort by:
Labour migration from China to Japan
Chinese students are the largest international student population in the world, and Japan attracts more of them than any other country. Since the mid-1980s when China opened the door to let private citizens out and Japan began to let more foreigners in, over 300 thousand Chinese have arrived in Japan as students. Student migrants are the most visible, controversial and active Chinese immigrants in Japan. The majority of them enter Japan's labour market and many have stayed on indefinitely.
Based on the author's original fieldwork data and government statistics, this book gives a comprehensive portrayal of an often neglected group of international migrants in a society that for decades has been considered a non-immigrant country. It introduces Chinese students' diverse mobility trajectories, analyses their career patterns, describes their transnational living arrangements, and explores the mechanisms that give rise to their identity as 'new overseas Chinese'. This book contributes to our understanding of international migration and international education in an age of globalization. It points out that student migrants are key to the internationalization of Japanese society, and potentially in other countries where immigration is still considered a challenging reality.
This book will be of interest to students and scholars of Chinese Studies, Japanese Studies, Sociology and Labour Studies.
eBook
Re-examining the \Chinese learner\
Although a great deal of literature contrasts the Chinese learner with Western learning conceptions and practice, a closer look at these studies reveals that many are explored through the lens of cultural knowledge and assumptions. The results of these studies generate a distorted understanding of Chinese students. Moreover, students' learning is best explained in the context of local environments. This study therefore examines the \"Chinese learner\" through a case study of mainland Chinese postgraduate students' intercultural learning experiences at British universities. The results show that learning beliefs and behaviors evolve as individuals participate in authentic situations. It is essential to break the stereotypes of Chinese students and constantly document the progress of their learning so as to generate effective intercultural pedagogy and practices in culturally diverse classrooms. Further, how Chinese students approach their learning is a complex phenomenon with multiple facets interacting including external factors, namely sociohistorical, cultural, and academic contexts, and internal factors, such as each student's intellectual development. Academic staff in multicultural classrooms should recognize not just similarities but also diversity of students from the same culture and amend their teaching practices in response to students' developing needs and interests (HRK / Abstract übernommen).
Journal Article
An investigation into the academic acculturation experiences of Mainland Chinese students in Hong Kong
Over the past few decades, Mainland China has witnessed a massive outflow of students to higher education institutions in Hong Kong. In the context of an up-surge in Mainland Chinese students in Hong Kong, this research aims to explore (1) why Mainland Chinese students choose to study in Hong Kong over other higher education systems, (2) perceptions about the advantages and disadvantages of studying in Hong Kong, and (3) challenges in the process of acculturation from their homeland to Hong Kong. Five key themes are identified: education, finance, learning culture, language, and discrimination/labelling. While Mainland Chinese students often struggle to blend into the new environment, most gradually become accustomed to the local way of life. What remains a challenge is (perceived) discrimination following political tensions over the \"one China, two systems\" framework. This paper identifies the expectations and dissatisfactions of the participants with regard to studying in Hong Kong, ultimately offering higher-education administrators an insight into how to better cater for the expanding share of Mainland Chinese students in Hong Kong's universities. This research is significant because it extends the literature by examining acculturation and cultural adaptation issues in an increasingly globalized context. (HRK / Abstract übernommen).
Journal Article
Xia mian, wo gai gan xie shen me
Ben shu jiang shu : kan si pu tong de yi tian kai shi, zhi shi 19 sui de \" wo \" zheng zai wei sha diao zi ji wei yi de peng you zuo zhun bei.\" wo \" ba ta yin you dao jia li, qu qi xing ming, an fa di xue liu cheng he. ben shu tong guo dui yi jian \" wu you \" mou sha an de miao shu, zhan xian xu wu zhe de ke pa xin li.
A Comparison of Chinese and European–American University Students’ Virtue and Mind Learning Beliefs and Academic Achievement in Global Cultural Exchange
The world’s two largest economies, the United States and China, have fundamentally different cultural beliefs about learning. Thus, when examining Chinese learners, Western researchers were confused by the contrasting phenomenon between seemingly poor learning approaches and high academic achievement, i.e., the Paradox of Chinese Learners. In addressing this paradox, Jin Li offered a theoretical framework of the Chinese virtue model versus the European–American mind model to comprehensively understand the differences in students’ learning beliefs and academic achievement between the two cultures. However, Li does not pay attention to global cultural exchange or directly link learning beliefs to academic achievement. Therefore, this paper presents two empirical studies addressing these research gaps. Study 1 adopted both qualitative and quantitative methods to investigate the learning beliefs of Chinese and European–American university students, and revealed that deepening cultural exchange narrowed the gap between the two models (Study 1a), but the impact of the virtue model on European–American students was weaker than that of the mind model on Chinese students (Study 1b). Study 2 further revealed that both models were beneficial for Chinese students’ academic achievement, whereas only the virtue model benefited European–American students. These findings have important implications for addressing the Paradox of Chinese Learners.
Journal Article
Between decolonization and recolonization : investigating Chinese doctoral students in Malaysia as a case of global South-South student mobility
International student mobility has traditionally witnessed a global South-North pattern. In recent years, a shift has occurred as the appeal of alternative geographies waxes, with Malaysia being an exemplar of inbound student mobility
destination. To facilitate a deep probe of the under-researched global South-South student mobility, this study utilized a qualitative method to delve into 10 Chinese doctoral students' emic perceptions of their sojourn in Malaysia.
Guided by a theoretical framework incorporating decolonization and recolonization, this study unpacks how these sociohistorical forces penetrate into and shape the students' preparation and navigation of a doctoral sojourn. Findings of
the study reveal that while taking advantage of the Southern niche to yield commensurate benefits, thereby delegitimizing the Western supremacy, the students' make-do mentality and self-subjugating resistance inadvertently reinforce the
Western dominance. Besides, these macro effects generate interlocking and conflicting affective consequences, instilling simultaneously positivity and inclusivity, inferiority, and anxiety. Altogether, decolonization and recolonization
are concretely registered at the emotional level and bear a broader social significance. This article concludes with an alert and a call to address covert yet compelling inequalities in international student mobility. [Author abstract]
Journal Article