This book offers an account of Chinese students' intercultural
learning experiences in China-Australia articulation programmes.
While these students learn in programmes that Chinese and
Australian partner universities collaboratively operate,
differences in educational practices still make them encounter
barriers. To deal with cross-system differences, some students
indicate a positive sense of agency. However, some of them feel
disempowered. Notably, many students develop a sense of
in-betweenness through learning in such programmes. Based on the
investigation, Kun Dai argues that intercultural learning and
adjustment in the transnational higher education context may become
more complex than other forms of international education.
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