Travelling a thousand miles: Hong Kong Chinese students’ study abroad experience

Yang, Min; Webster, Beverley; Prosser, Michael

doi:10.1016/j.ijintrel.2010.09.010

Cited by 67 publications

(43 citation statements)

References 14 publications

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“…For this reason this research aimed to elucidate the attitudes faculty members have concerning the goals of the internationalization of higher education. In general, it is expected that such internationalization will bring various practical benefits, and the related literature uses such interchangeable terms as 'expectations', 'motives', and 'pursuing benefits' (Yang, Webster, & Prosser, 2011). This section examines the goals (expected benefits) of internationalization, and the results were used to develop the questionnaire items.…”

Section: Goals Of the Internationalization Of Higher Educationmentioning

confidence: 99%

Goals, Strategies, and Achievements in the Internationalization of Higher Education in Japan and Taiwan

Ho¹,

Lin²,

Yang³

2015

IES

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International knowledge and skills are essential for success in today's highly competitive global marketplace. As one of the key providers of such knowledge and skills, universities have become a key focus of the internationalization strategies of governments throughout the world. While the internationalization of higher education clearly has certain benefits for students, schools, the national economy, and the international community, each country gives a different degree of importance to each of these various benefits. The purpose of this study was threefold: 1) to determine which benefits of the internationalization of education are deemed most important in Taiwan and Japan; 2) to determine which measures are most effective for realizing these benefits; and 3) to determine the extent to which these measures have actually been carried out. A questionnaire was used to obtain the views of 100 professors, 50 in Taiwan and 50 in Japan, as to the current situation in their respective countries. The results indicate that there are significant differences between the two country's reasons for promoting the internationalization of education, as well as in their respective internationalization strategies.

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Section: Goals Of the Internationalization Of Higher Educationmentioning

confidence: 99%

Goals, Strategies, and Achievements in the Internationalization of Higher Education in Japan and Taiwan

Ho¹,

Lin²,

Yang³

2015

IES

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“…This is expected to increase the number of student exchanges between colleges and universities. This may help to alleviate language barriers and promote understanding of other nations' traditions and culture by exposing youth to the ways of life abroad, which past research has confirmed in other contexts (Nyaupane, Teye, & Paris, 2008;Smith, 2009;Yang, Webster, & Prosser, 2011).…”

Section: Cultural and Tourism Cooperationmentioning

confidence: 97%

Understanding the tourism relationships between South Korea and China: a review of influential factors

Timothy

Kim

2013

Current Issues in Tourism

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This study describes the progress of cross-border tourism between South Korea and China in the volatile region of East Asia. It moves beyond normative economic modelling to explain some of the changes in tourist flows between the two countries from a descriptive perspective, looking at influential external factors that affect tourism cooperation and tourist flows. Issues examined here include political, economic, and national security factors, as well as cultural cooperation. This paper examines these variables, which impact the two countries' tourism collaborative efforts and organic bilateral growth, as well as the role of tourism on the establishment of a reconciliatory relationship between the two nations, which have historically been at odds.

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“…Though each theory has a different focus, all of them view cross-cultural contact as a dynamic process in which a sojourner seeks to develop stresscoping strategies and acquire cultural specific skills in order to effectively interact with the host cultural environment (Yang & Webster, 2011).…”

Section: Stressmentioning

confidence: 99%

“…Also, they need to provide students with visions for directions to explore and research on different knowledge domain and set the deadline by which they can realize these visions (Leidner & Sirkka, 1995). Yang and Webster (2011) suggest that students' goals for studying abroad, exchange country experiences, and learning outcomes relate to each other. Studying abroad has to be an active process of experiential intercultural learning in which students' goals motivate them to actively engage in experiences that are conducive to enhance their intercultural, disciplinary, and personal competencies (Yang & Webster, 2011).…”

Section: Supportmentioning

confidence: 99%

“…Yang and Webster (2011) suggest that students' goals for studying abroad, exchange country experiences, and learning outcomes relate to each other. Studying abroad has to be an active process of experiential intercultural learning in which students' goals motivate them to actively engage in experiences that are conducive to enhance their intercultural, disciplinary, and personal competencies (Yang & Webster, 2011). Some panelists at the 2011 Americas Conference on Information Systems (AMCIS) discussed the short-term, mid-term, and long-term challenges that various IS students teams faced when studying abroad.…”

Section: Supportmentioning

confidence: 99%

See 1 more Smart Citation

Course design based on Enhanced Intercultural Transformation Theory (EITT): Transforming INFORMATION SYSTEMS (IS) students into inventors during academic exchange

Chitra¹,

Kwok²

2017

CAIS

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Abstract:In this paper, we propose the enhanced intercultural transformation theory (EITT) with additional factors (i.e., support and motivation) as an extension to the existing intercultural transformation theory (ITT). Based on the EITT, we propose a three-phased (i.e., learner, explorer and inventor) framework of an exchange experience assessment (EEA) course with all five EITT factors (i.e., stress, adaptation, growth, support and motivation) interfaced with three stakeholders (i.e., student, patent advisor and instructor). Also, we report the design of the EEA course and its implementation in a university. The collected data confirmed our proposed EITT and EEA course framework that helped to transform information systems (IS) students into inventors. We found that students could develop patentable inventions through the stress-adaptation-growth process during their academic exchanges, but they still needed the patent advisors' and instructor's support and motivation. Our findings can enable any interested faculty in any university to attempt offering a similar course for the benefit of budding undergraduate inventors during academic exchange.

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Travelling a thousand miles: Hong Kong Chinese students’ study abroad experience

Cited by 67 publications

References 14 publications

Goals, Strategies, and Achievements in the Internationalization of Higher Education in Japan and Taiwan

Goals, Strategies, and Achievements in the Internationalization of Higher Education in Japan and Taiwan

Understanding the tourism relationships between South Korea and China: a review of influential factors

Course design based on Enhanced Intercultural Transformation Theory (EITT): Transforming INFORMATION SYSTEMS (IS) students into inventors during academic exchange

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