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Enhancing Chinese direct entrants’ cross-cultural transition: A two-phase study

Enhancing Chinese direct entrants’ cross-cultural transition: A two-phase study

Luo, Jing, Tsay, Han-Huei (Crystal) ORCID: 0000-0003-4959-0411 and Yang, Yang (2019) Enhancing Chinese direct entrants’ cross-cultural transition: A two-phase study. In: SRHE Annual Conference 2019, 11-13 December 2019, Newport, Wales. (In Press)

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Adaptation into UK Higher Education institutions (HEIs) is a challenging journey for many international direct entry students, due to differences in both cultures and education systems (Kember, 2001; Biggs, 1996; Wang et al., 2012). This phenomenon is much severer for Chinese Direct Entry (CDE) students, whose previous studies are granted of credit and are brought to UK universities for direct entry into the third year (Burnett, 2015; Barron & D’Annunzio-Green, 2009).

Our research design is a two-phased and evidence-informed intervention. In phase 1 interview study was conducted to identify specific needs for the intervention on cross-cultural transition. In phase 2, a series of workshops were designed, based on cross-cultural adjustment model (Oberg ,1960) and scaffolding approach(Van de Pol, et al., 2010), to help students have a smooth transition in different cross-cultural stages. Dynamic and experiential learning activities in the workshops provide a practical way to help CDE students acquire skills to develop psychological capital and social network. Both qualitative and quantitative feedback showed positive results.

Item Type: Conference or Conference Paper (Paper)
Uncontrolled Keywords: direct entry, international students, cross-cultural adjustment, transition, psychological capital, social network
Subjects: H Social Sciences > H Social Sciences (General)
Faculty / Department / Research Group: Faculty of Business
Faculty of Business > Department of Human Resources & Organisational Behaviour
Last Modified: 08 Oct 2019 15:05
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None

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