Thesis (M.A. in communication)--Washington State University, August 2009. / Title from PDF title page (viewed on July 28, 2009). "Edward R. Murrow College of Communication." Includes bibliographical references (p. 58-67).

Thesis (M.A.)--Liberty University, 2010. / Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, 1934. / "Private edition, distributed by the University of Chicago libraries." Bibliography: p. 123-124.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 182-194).

Thesis (Ph. D.)--Oregon State University, 1996. / Typescript (photocopy). Includes bibliographical references (leaves 65-75). Also available on the World Wide Web.

Thesis (M.A.)--Liberty University, 2010. / Includes bibliographical references.

This research explored Chinese students‟ experiences of acquiring and practising academic literacies as required in their Master‟s programmes. To date, academic literacy studies in common with wider research on higher education students‟ learning have tended to focus on the experiences of undergraduate students, particularly in western universities. The current study addresses this gap in the literature by investigating the learning journeys of students who had gained a first degree in China and were undertaking postgraduate study in the UK. Data were collected from three-phases of semi-structured interview: at the beginning, at the halfway and the end of the teaching component prior to the Master‟s dissertation phrase. Each of the participants was drawn from one of three contrasting Master‟s programmes at the University of Edinburgh (Education, Finance and Investment, and Signal Processing and Communications) and participated in all three phases of interview. All eighteen participants‟ experiences are presented as case studies to bring their voices to the fore and acknowledge the complexity and individuality of their learning journeys. The research shows that five dimensions of transitions are significant and relevant to all the participants – transitions in language, pedagogical culture, subject, level of study, and living and learning abroad. The language barrier is particularly important both in itself as well as through its influence on other transitions, although all five transitions are in various respects interwoven. The extent to which the transitions are challenging differs across participants and programmes. The perspective of transitions does not therefore suffice to capture the richness of the Masters‟ students‟ journeys. Accordingly, the perspective of Masters‟ literacies is introduced as a powerful lens through which to explore the Chinese participants‟ learning experiences and challenges and how these are linked to their confidence in themselves as Master‟s students. Four academic literacy practices are viewed in this study as key components of Masters‟ literacies: autonomy in learning, subject discourses, critical and analytical thinking, and interaction with teachers and students. Finally, the conceptual, methodological and practical implications of these findings are explored.

This phenomenological study explores how certain “innovative” pedagogies were experienced by a group of Chinese students studying Business Management at a mid-ranking UK university. Analysis of the transcripts of interviews (some in Chinese) with 24 students using NVivo shows that whilst most students felt that Active Learning pedagogies effectively supported their learning, for some students the “zone of indeterminacy” in which group projects and simulations were carried out was an uncomfortable space. Salient aspects of these students’ experiences were language, relationships and metacognitive skills, and the discussion explores the way in which these three experiential themes can be conceptualised as interrelated elements of the action (Biesta, 2006) which takes place in Active Learning classrooms. The following recommendations are made: HEIs should attempt to provide students with the advanced skills of negotiation which they will need to use in the flexible, ill-structured environments associated with Active Learning pedagogies; tutors should develop consistent approaches to collaborative assignments focussing on group work processes as well as task completion; the development of metacognitive skills through Active Learning pedagogies should be promoted through the use of explicit reflective elements embedded within the teaching, learning and assessment activities. The concluding discussion proposes that the successful use of Active Learning pedagogies requires a reconceptualisation of the purpose of education and that these pedagogies provide a potential readjustment of the balance between the functions of qualification, socialisation and subjectification (Biesta, 2010).

The study explored the returning experience of six Chinese art education practitioners after they received their graduate degrees in the United States and moved back to China. It was grounded on the assumption that when art education returnees try to translate what they learned into the new system of art education in another country, their efforts will be shaped by the different cultural context, and conflicts will emerge with multiple and interrelated dimensions. The dissertation employed a qualitative cross-case approach. Six returned art education practitioners were selected and interviewed using a semi-structured interview protocol in 2019. I mainly worked as a non-participant researcher, obtaining information from the conversations with the participants. In addition, I collected blog entries, photos, and online articles related to what and how an interviewee responded to a question. The findings of the research suggested that returnees move along diverse trajectories of professional development, and their professional ideas all contradict local traditions to some extent. Collectively, they experienced multiple challenges concerning professional, administrative, and interpersonal, as well as some minor challenges in their returning process. In coping with the challenges, they made two-way changes: they changed their own expectations and behaviors, while also changing art education in China in terms of teaching methods, space, and people involved. This study aimed to provide educational implications for future art education returnees, international art programs, and China as the home country. It also provides implications for the developing art education programs in China. New thoughts sparked by the process of collecting data and writing the dissertation are also presented as suggestions for future studies.

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