Chapter 1 Introduction 1.1 Research Background 1.2 Research Overview 1.3 The Organisation of the Book Chapter 2 Chinese-Foreign Cooperation in Running Schools Setting the Scene 2.1 Introduction 2.2 Globalisation, Internationalisation & Transnational Higher Education 2.3 Chinese-British Cooperation in Transnational Higher Education 2.3.l The UK Story 2.3.2 The Chinese Story 2.4 Features of Transnational Higher Education in China 2.4.1 The First Feature 2.4.2 The Second Feature 2.4.3 The Third Feature 2.5 Discussions 2.6 Conclusions Chapter 3 Intercultural Transition 3.1 Introduction 3.2 Existing Models: Towards Happy-ending? 3.2.1 Cultural Shock 3.2.2 Stress-Adaptation-Growth Model 3.2.3 Developmental Models 3.3 National Cultures Perspective: a Suitable Way in Understanding Individuals? 3.3.1 National Cultural Theory and the Danger of Stereotyping Individuals 3.3.2 Culture of Learning Theory and the Tendency to Stereotype Chinese Learners 3.4 A Microscopic Perspective: Focusing on Individual Factors 3.4.1 Motivation for Studying Abroad 3.4.2 Pre-departure Preparation 3.4.3 Language Competency 3.4.4 Personal Factors Related to Autonomy 3.5 A Contextual Perspective: Focusing on Situational Factors 3.5.1 Support from Conational, Host National and Other National Groups 3.5.2 Formative Assessment and Transition in Higher Education 3.6 Intercultural Transition Group Oriented 3.6.1 Intergroup Contact 3.6.2 Ways to Reduce Intergroup Bias 3.6.3 The Intercultural Contact Experiences of International Students and Home Students 3.7 Conclusions Chapter 4 Methodology 4.1 Introduction 4.2 My Philosophical Position 4.3 My Choice of Research Strategy 4.4 My Choice of Methodology 4.5 My Way of Collecting Data ... 4.5.1 Locating the Natural Setting 4.5.2 Negotiating to Get the Permission into the Field 4.5.3 Getting into the Field 4.5.4 Participant Observation 4.5.5 In-depth Interviews 4.5.6 Document Analysis 4.5.7 Leaving the Field 4.6 My Way of Analysing the Data 4.7 Rigour and Trustworthiness of the Research 4.8 My Concerns of Ethical Issues 4.9 Reflexivity 4.9.1 My Personal Experience on the Interpretation of the Data 4.9.2 My Participation in the Field on My Participants Transition Experience 4.9.3 Rethinking the Research Methodology 4.10 Conclusions Chapter 5 Individual Transition 5.1 Introduction 5.2 Motivation for Studying Abroad 5.2.1 It is My Decision Supported by My Parents 5.2.2 Decision Largely out of Respect for Parents Opinion 5.2.3 Parents Decision Neglecting Students Interest 5.3 Pre-departure Preparation 5.3.1 Preparation from the Programme and Schools 5.3.2 Attitudes Towards Pre-departure Preparation 5.4 Interaction with the New Learning Environment 5.4.1 New Features in the New Learning Environment 5.4.2 Three Patterns of Students Interaction with the New Learning Environment 5.5 Transition Outcome 5.6 Conclusions Chapter 6 Studying Abroad as a Group 6.1 Introduction 6.2 Formation of Two Groups: Us and Them 6.2.1 Students in Sino-British Class: a Close Group on Chinese Campus 6.2.2 Chinese Students : a Closed Group in the Class on British Campus 6.2.3 Intergroup Bias 6.3 Current Practices of Intergroup Contact 6.4 Conclusions Chapter 7 Discussion and Conclusions 7.1 Introduction 7.2 Individual Transition Experience: Different Journeys and Different Outcomes 7.3 Studying Abroad as a Group: Us & Them Unavoidable? 7.4 Transition and the Impact on the Teaching and Learning Context at Two Campuses 7.5 Conclusions References
