Y. Yu
Missing Intercultural Engagements in the University Experiences of Chinese International Students in the UK
Yu, Y.; Moskal, M.
Authors
M. Moskal
Abstract
This paper looks at structural conditions or institutional arrangements that facilitate or hinder interactions for international students. Drawing on the contact and diversity theory, analyses compare Chinese students’ intercultural experience in business and non-business schools in one UK university and explore how these students interpret the meaning of quality intercultural contact based on their responses to the social environment around them. Findings indicate that the overwhelming number of Chinese students, particularly in business schools, combined with obstacles these students face in establishing intercultural contact around the university potentially motivates them to explore engagement with a wider host society (e.g. Christian churches). The denial of intercultural contact due to a lack of diverse environment may lead to inequality in opportunities for cross-cultural learning and personal growth. High quality intercultural contact is not only beneficial to international students, it also enhances the intercultural competency of native students in the global market place.
Citation
Yu, Y., & Moskal, M. (2018). Missing Intercultural Engagements in the University Experiences of Chinese International Students in the UK. Compare: A Journal of Comparative and International Education, 49(4), 654-671. https://doi.org/10.1080/03057925.2018.1448259
Journal Article Type | Article |
---|---|
Acceptance Date | Feb 27, 2018 |
Online Publication Date | Mar 28, 2018 |
Publication Date | Mar 28, 2018 |
Deposit Date | Mar 9, 2018 |
Publicly Available Date | Sep 28, 2019 |
Journal | Compare: A Journal of Comparative and International Education |
Print ISSN | 0305-7925 |
Electronic ISSN | 1469-3623 |
Publisher | British Association for International and Comparative Education |
Peer Reviewed | Peer Reviewed |
Volume | 49 |
Issue | 4 |
Pages | 654-671 |
DOI | https://doi.org/10.1080/03057925.2018.1448259 |
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Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in Compare: A Journal of Comparative and International Education on 28 March 2018 available online: http://www.tandfonline.com/10.1080/03057925.2018.1448259.
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