Thesis (Ph.D.)--Iowa State University, 2005. / Typescript (photocopy) Includes bibliographical references. Also available online.

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Lehigh University, 1999. / Includes vita. Includes bibliographical references (leaves 193-201).

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 93-101). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 93-101).

This research takes as its starting point the role of the media as a major influence on the way people understand and interpret events, focusing on media coverage of Asian international students in New Zealand. The thesis investigates the differences between media accounts of Asian international students and students' own perceptions of their experiences, using both quantitative and qualitative methods.This topic has become one of high community interest since 1999 when the New Zealand Government changed its education policy to encourage the expansion of the export education industry, leading to the number of international students increasing rapidly. Many of these students are teenagers and come from non-English-speaking Asian backgrounds to study in universities, colleges, high schools and private institutions in New Zealand. As well as the obvious effects on the New Zealand economy, the presence of these students has also influenced New Zealand culture. For example, many international students have homestay experiences with New Zealand families. This meeting of different cultural backgrounds introduces both sides to different value systems, lifestyles, beliefs and customs. This cultural diversity not only challenges international students to adapt themselves to New Zealand society, but also provides an opportunity for native New Zealanders to understand the incoming cultures. For Asian international students in particular, this process can be problematic and their behaviours have been closely scrutinised by the media.

Extant bodies of research identify the dilemmas encountered by, and adaptive strategies of international Asian students (IAS) undertaking second language undergraduate study. However no substantive research has explored the existence of subject specific dilemmas that such students encounter in the study of design within a western setting. Doctoral work exploring design education is rare. This study addresses the gap in the research record by investigating the specifics of the study of visual communication by IAS attending an Australian university. Through the voices of the IAS and academics, the specific nature of the manifestation, understanding and misunderstanding of such dilemmas is explored. Together with the investigation of visual communication, the author discloses the nature of perception and misconception between a group of design academics and a cohort of IAS. The study uses complementary methodologies, synthesising quantitative and qualitative data. The study's statistical data was generated from 460 first and second year student surveys. This was undertaken over a three-year period, with resultant data sub-categorised to enable a representation of the IAS to emerge through identification of their particular motivations, expectations and actualisation of dilemmas within the context of the wider undergraduate cohort. The author develops and utilises an explanatory framework after Pierre Bourdieu, to analyse data emanating from interviews with multiple participants of an established population of academics and IAS. She explores the perceptions of their realities and the construction of their representations, as located through both their convergence and divergence. The study's paradigm is constructed by the field of design, as an objective world and site of the inquiry. Viewing the study's data through this conceptual framework, the author constructs a representation of the field and educational site using socio-cultural structures and the populations' multiple realities. The study reports on the layers and contradictions of communication, miscommunication, myth and fiction, constructed through the educational field. This is further interrogated to reveal the arbitrary structure of the field, its pedagogy and creation of its internal logic by which the field is perpetuated and student performances reproduced. The outcomes of the investigation include a detailed identification of lA design students' disclosures of the dilemmas of expectation versus experience, and the systematic misperception of paradoxes within the pedagogy of visual communication, presented as convergent and divergent expectations of the IAS and academics.

This research takes as its starting point the role of the media as a major influence on the way people understand and interpret events, focusing on media coverage of Asian international students in New Zealand. The thesis investigates the differences between media accounts of Asian international students and students' own perceptions of their experiences, using both quantitative and qualitative methods.This topic has become one of high community interest since 1999 when the New Zealand Government changed its education policy to encourage the expansion of the export education industry, leading to the number of international students increasing rapidly. Many of these students are teenagers and come from non-English-speaking Asian backgrounds to study in universities, colleges, high schools and private institutions in New Zealand. As well as the obvious effects on the New Zealand economy, the presence of these students has also influenced New Zealand culture. For example, many international students have homestay experiences with New Zealand families. This meeting of different cultural backgrounds introduces both sides to different value systems, lifestyles, beliefs and customs. This cultural diversity not only challenges international students to adapt themselves to New Zealand society, but also provides an opportunity for native New Zealanders to understand the incoming cultures. For Asian international students in particular, this process can be problematic and their behaviours have been closely scrutinised by the media.

Thesis--Indiana University. / Vita. Includes bibliographical references (leaves 160-163).

Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Jan. 25, 2010). Advisor: Eunsook Hyun. Keywords: International/multicultural education; cross-cultural cognition/metacognition; English for academic purposes; inclusive curriculum and pedagogy. Includes bibliographical references (p. 278-301).