Mito, Susanna K. A. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 211-226). / Abstracts in English and Chinese; appendix also in Japanese. / ABSTRACT (English) --- p.i / ABSTRACT (Chinese) --- p.ii / ACKNOWLEDGEMENTS --- p.v / TABLE OF CONTENTS --- p.vii / LIST OF TABLES --- p.xix / ACRONYMS --- p.xx / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background to this Study --- p.1 / Chapter 1.2 --- Purpose of this Study --- p.2 / Chapter 1.3 --- Research Questions --- p.3 / Chapter 1.4 --- Significance of this Study --- p.4 / Chapter 1.5 --- Organization --- p.5 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.7 / Chapter 2.1.1 --- Terminology --- p.7 / Chapter 2.1.1.1 --- Study Abroad --- p.7 / Chapter 2.1.1.2 --- Program Duration --- p.8 / Chapter 2.2 --- Overview of Study Abroad Literature --- p.8 / Chapter 2.2.1 --- Product-Orientated Studies of Language and Intercultural Learning --- p.9 / Chapter 2.2.2 --- Process-Orientated Studies of Language and Intercultural Learning --- p.11 / Chapter 2.3 --- Intercultural Communicative Competence --- p.16 / Chapter 2.3.1 --- Byram's (1997) Model of Intercultural Communicative Competence --- p.21 / Chapter 2.4 --- Individual Differences and Study Abroad --- p.27 / Chapter 2.4.1 --- Attitude --- p.28 / Chapter 2.4.2 --- "Motivation, Investment and Language Learning" --- p.31 / Chapter 2.4.3 --- Willingness to Communicate (WTC) --- p.33 / Chapter 2.4.4 --- Language Anxiety --- p.35 / Chapter 2.4.5 --- Self-Efficacy --- p.36 / Chapter 2.4.6 --- "Ecology, Linguistic/Cultural Affordances and Agency" --- p.37 / Chapter 2.4.7 --- Culture Shock and Adjustment --- p.39 / Chapter 2.5 --- Summary --- p.44 / Chapter CHAPTER 3 --- STUDY ABROAD PROGRAM OVERVIEW AND RESEARCH METHODOLOGY / Chapter 3.1 --- Introduction --- p.46 / Chapter 3.2 --- Part One: Overview of the Micro-term Study Abroad Program --- p.46 / Chapter 3.2.1 --- Overview of the Micro-term Study Abroad Program --- p.46 / Chapter 3.2.1.1. --- Program Aims --- p.46 / Chapter 3.2.1.2 --- Home Institution --- p.47 / Chapter 3.2.1.2.1 --- Background --- p.47 / Chapter 3.2.1.2.2 --- International Course --- p.47 / Chapter 3.2.1.3 --- Host Institution --- p.48 / Chapter 3.2.1.3.1 --- Background --- p.48 / Chapter 3.2.1.3.2 --- Homestay Family Selection Process --- p.48 / Chapter 3.2.1.3.3 --- The Buddy System --- p.49 / Chapter 3.2.2 --- Program Components --- p.49 / Chapter 3.2.2.1 --- Pre-Sojourn --- p.49 / Chapter 3.2.2.1.1 --- Pre-Sojourn Preparation --- p.49 / Chapter 3.2.2.1.1.1. --- Pre-Sojourn Recruitment --- p.50 / Chapter 3.2.2.1.2 --- Orientation Materials --- p.51 / Chapter 3.2.2.1.3 --- Orientation Procedures --- p.53 / Chapter 3.2.2.1.3.1 --- Cultural Exchange Preparation --- p.53 / Chapter 3.2.2.1.3.2 --- Comparative Study --- p.53 / Chapter 3.2.2.1.3.3 --- Goal Setting --- p.54 / Chapter 3.2.2.1.3.4 --- Linguistic Preparation --- p.54 / Chapter 3.2.2.2 --- Sojourn --- p.54 / Chapter 3.2.2.3 --- Post-Sojourn --- p.55 / Chapter 3.3 --- Part Two: Investigation of the Micro-term Study Abroad Program --- p.55 / Chapter 3.3.1 --- Research Design --- p.55 / Chapter 3.3.2 --- The Researcher --- p.56 / Chapter 3.3.3 --- Pilot Study --- p.57 / Chapter 3.3.3.1 --- Aims --- p.57 / Chapter 3.3.3.2 --- Instrument Testing --- p.57 / Chapter 3.3.3.3 --- Data Processing and Analysis --- p.58 / Chapter 3.3.3.4 --- Findings --- p.59 / Chapter 3.3.3.5 --- Lessons Learned --- p.60 / Chapter 3.3.4 --- Main Study --- p.61 / Chapter 3.3.4.1 --- Stakeholders --- p.61 / Chapter 3.3.4.1.1 --- Home Institution --- p.61 / Chapter 3.3.4.1.1.1 --- Ms Mori --- p.61 / Chapter 3.3.4.1.1.2 --- Mr Fujimori --- p.62 / Chapter 3.3.4.1.1.3 --- Japan Travel Bureau (JTB) --- p.62 / Chapter 3.3.4.1.2 --- Host Institution --- p.63 / Chapter 3.3.4.1.2.1 --- Ms Ross --- p.63 / Chapter 3.3.4.1.2.2 --- Mrs Farmer --- p.63 / Chapter 3.3.4.1.2.3 --- Mr Cressing --- p.64 / Chapter 3.3.4.1.2.4 --- Mr French --- p.64 / Chapter 3.3.4.1.3 --- Host Family Profiles --- p.64 / Chapter 3.3.4.2 --- Data Collection --- p.66 / Chapter 3.3.4.2.1 --- Questionnaires --- p.67 / Chapter 3.3.4.2.2 --- Interviews --- p.70 / Chapter 3.3.4.2.3 --- Journals --- p.71 / Chapter 3.3.4.2.4 --- Observation and Field Notes --- p.72 / Chapter 3.3.4.3 --- Triangulation of Data --- p.73 / Chapter 3.3.4.4 --- Time Frame and Data Collection --- p.73 / Chapter 3.3.4.5 --- Data Processing and Analysis --- p.75 / Chapter 3.3.4.6 --- Participants --- p.76 / Chapter 3.3.4.6.1 --- Selection Criteria for Four Case Participants --- p.76 / Chapter 3.3.4.6.2 --- Demographic and Language Background --- p.77 / Chapter 3.3.5 --- Validity and Reliability --- p.79 / Chapter 3.3.6 --- Ethics --- p.80 / Chapter 3.3.7 --- Limitations --- p.81 / Chapter 3.3.8 --- Summary --- p.83 / Chapter CHAPTER 4 --- STUDENT STORIES:HlROKO AND KENJI / Chapter 4.1 --- Introduction --- p.85 / Chapter 4.2 --- Hiroko's Journey --- p.85 / Chapter 4.2.1 --- Profile & Family Background --- p.85 / Chapter 4.2.2 --- Background in English --- p.86 / Chapter 4.3 --- Pre-Sojourn --- p.87 / Chapter 4.3.1 --- Concerns --- p.87 / Chapter 4.3.2 --- Sojourn Aims --- p.87 / Chapter 4.4 --- Sojourn --- p.88 / Chapter 4.4.1. --- Sabrina & the Host Family --- p.88 / Chapter 4.4.2 --- First Impressions --- p.88 / Chapter 4.4.3 --- Interaction with her Buddy..............................: --- p.90 / Chapter 4.4.4 --- School Recess Time --- p.91 / Chapter 4.4.5 --- Stomachaches --- p.91 / Chapter 4.4.6 --- Rejecting her Buddy --- p.92 / Chapter 4.4.7 --- Outpourings --- p.93 / Chapter 4.4.8 --- Different Styles of Mentoring --- p.94 / Chapter 4.4.9 --- Growing Calm --- p.95 / Chapter 4.4.10 --- A Good Ending --- p.96 / Chapter 4.5 --- Immediately Post-Sojourn --- p.96 / Chapter 4.6 --- Four Months Post-Sojourn --- p.98 / Chapter 4.7 --- Kenji's Journey --- p.100 / Chapter 4.7.1 --- Profile & Family Background --- p.100 / Chapter 4.7.2 --- Background in English --- p.102 / Chapter 4.8 --- Pre-Sojourn --- p.103 / Chapter 4.8.1 --- Concerns --- p.103 / Chapter 4.8.2 --- Sojourn Aims --- p.103 / Chapter 4.9 --- Sojourn --- p.104 / Chapter 4.9.1. --- Nancy & the Host Family --- p.104 / Chapter 4.9.2 --- Sudden Apprehension --- p.104 / Chapter 4.9.3 --- Feeling I11 --- p.106 / Chapter 4.9.4 --- Return to School following his Illness --- p.108 / Chapter 4.9.5 --- Inability to Connect with his Buddy --- p.108 / Chapter 4.9.6 --- Kenji´ةs Need for Company Satisfied --- p.110 / Chapter 4.9.7 --- Starting to Feel Part of the Family --- p.111 / Chapter 4.9.8 --- Program Participation --- p.112 / Chapter 4.9.9 --- Departure from the Australian School --- p.113 / Chapter 4.10 --- Immediately Post-Sojourn --- p.114 / Chapter 4.11 --- Four Months Post-Sojourn --- p.116 / Chapter 4.12 --- Summary --- p.118 / Chapter CHAPTER 5 --- STUDENT STORIES: CHIAKI AND YUMI / Chapter 5.1 --- Introduction --- p.119 / Chapter 5.2 --- Chiaki´ةs Journey --- p.119 / Chapter 5.2.1 --- Profile & Family Background --- p.119 / Chapter 5.2.2 --- Background in English --- p.120 / Chapter 5.3 --- Pre-Sojourn --- p.121 / Chapter 5.3.1 --- Concerns --- p.121 / Chapter 5.3.2 --- Sojourn Aims --- p.121 / Chapter 5.4 --- Sojourn --- p.122 / Chapter 5.4.1 --- David & the Host Family --- p.122 / Chapter 5.4.2 --- First Impressions --- p.123 / Chapter 5.4.3 --- “Enviable´ح --- p.123 / Chapter 5.4.4 --- A Full Homestay Program --- p.124 / Chapter 5.4.5 --- Easy Communication with her Buddy --- p.125 / Chapter 5.4.6 --- Lack of Agency --- p.126 / Chapter 5.4.7 --- New Perspectives on Gender Relations --- p.128 / Chapter 5.4.8 --- Deepening Buddy Friendship --- p.128 / Chapter 5.4.9 --- Departure from the Australian School --- p.129 / Chapter 5.5 --- Immediately Post-Sojourn --- p.130 / Chapter 5.6 --- Four Months Post-Sojourn --- p.132 / Chapter 5.7 --- Yumi´ةs Journey --- p.134 / Chapter 5.7.1 --- Profile & Family Background --- p.134 / Chapter 5.7.2 --- Background in English --- p.135 / Chapter 5.8 --- Pre-Sojourn --- p.136 / Chapter 5.8.1 --- Concerns --- p.136 / Chapter 5.8.2 --- Sojourn Aims --- p.136 / Chapter 5.9 --- Sojourn --- p.137 / Chapter 5.9.1 --- Joy & the Host Family --- p.137 / Chapter 5.9.2 --- First Impressions --- p.138 / Chapter 5.9.3 --- Feeling Rejected by her Hosts --- p.139 / Chapter 5.9.4 --- An Ethnocentric Lens --- p.140 / Chapter 5.9.5 --- The Role of the Japanese Group --- p.141 / Chapter 5.9.6 --- Host family Perspectives --- p.142 / Chapter 5.9.7 --- Breakdown and Mediation --- p.143 / Chapter 5.9.8 --- Identifying with her Group --- p.144 / Chapter 5.9.9 --- Departure from the Australian School --- p.146 / Chapter 5.10 --- Immediately Post-Sojourn --- p.146 / Chapter 5.11 --- Four Months Post-Sojourn --- p.147 / Chapter 5.12 --- Summary --- p.150 / Chapter CHAPTER 6 --- RESULTS AND DISCUSSION / Chapter 6.1 --- Introduction --- p.152 / Chapter 6.2 --- Guiding Question One --- p.152 / Chapter 6.2.1 --- Savoir etre --- p.152 / Chapter 6.2.2 --- Savoirs --- p.157 / Chapter 6.2.3 --- Savoir faire --- p.159 / Chapter 6.2.4 --- Savoir apprendre --- p.163 / Chapter 6.3 --- Guiding Question Two --- p.166 / Chapter 6.3.1 --- Personal Development --- p.166 / Chapter 6.3.2 --- Intercultural Development --- p.167 / Chapter 6.3.3 --- Linguistic Development --- p.169 / Chapter 6.4 --- Guiding Question Three --- p.170 / Chapter 6.4.1 --- The Japanese Home Institution --- p.170 / Chapter 6.4.2 --- The Australian Host Institution --- p.173 / Chapter 6.5 --- Guiding Question Four --- p.173 / Chapter 6.5.1 --- Yumi --- p.173 / Chapter 6.5.2 --- Hiroko --- p.175 / Chapter 6.5.3 --- Chiaki --- p.175 / Chapter 6.5.4 --- Kenji --- p.176 / Chapter 6.6 --- Summary of Findings --- p.178 / Chapter 6.7 --- Summary --- p.180 / Chapter CHAPTER 7 --- CONCLUSION / Chapter 7.1 --- Introduction --- p.182 / Chapter 7.2 --- Pedagogical Implications --- p.182 / Chapter 7.2.1 --- Pre-Sojourn --- p.183 / Chapter 7.2.1.1 --- Initial Stages and Procedures --- p.183 / Chapter 7.2.1.1.1 --- Needs Analysis --- p.183 / Chapter 7.2.1.1.2 --- Program Design --- p.184 / Chapter 7.2.1.1.3 --- Advance Planning and Communications --- p.186 / Chapter 7.2.1.2 --- Home Institution --- p.186 / Chapter 7.2.1.2.1 --- Pre-Sojourn Orientation --- p.187 / Chapter 7.2.1.2.2 --- Linguistic Preparation --- p.188 / Chapter 7.2.1.2.3 --- Intercultural Learning Preparation --- p.190 / Chapter 7.2.1.2.4 --- Intercultural Awareness Building --- p.191 / Chapter 7.2.1.2.5 --- Student Goals --- p.191 / Chapter 7.2.1.2.6 --- Cultural Exchange Preparation --- p.192 / Chapter 7.2.1.2.7 --- Access to Past Sojourners --- p.193 / Chapter 7.2.1.3 --- Host Institution --- p.193 / Chapter 7.2.1.3.1 --- Selection of Buddies and Peer-matching --- p.193 / Chapter 7.2.1.3.2 --- Orientation of Buddies --- p.194 / Chapter 7.2.1.3.3 --- Selection of Homestay Families --- p.195 / Chapter 7.2.1.3.4 --- Orientation of Homestay Families --- p.196 / Chapter 7.2.2 --- Sojourn --- p.198 / Chapter 7.2.2.1 --- Arrival Orientation --- p.198 / Chapter 7.2.2.2 --- Program Content --- p.198 / Chapter 7.2.2.3 --- Mid-Sojourn Debriefing --- p.199 / Chapter 7.2.2.4 --- Reflective Learning using Diaries --- p.200 / Chapter 7.2.2.5 --- Programmed Cultural Learning --- p.201 / Chapter 7.2.2.6 --- Activities with Buddies --- p.202 / Chapter 7.22.7 --- Support and Guidance throughout the Sojourn --- p.203 / Chapter 7.2.2.8 --- Closure --- p.204 / Chapter 7.2.3 --- Post-Sojourn --- p.204 / Chapter 7.2.3.1 --- Home Institution --- p.204 / Chapter 7.2.3.1.1 --- Reentry Shock --- p.204 / Chapter 7.2.3.1.2 --- Sojourner Debriefing --- p.205 / Chapter 7.2.3.2 --- Host Institution --- p.205 / Chapter 7.2.3.2.1 --- Buddy Debriefing --- p.205 / Chapter 7.3 --- Research Implications --- p.206 / Chapter 7.3.1 --- Limitations of this Study --- p.206 / Chapter 7.3.2 --- Suggestions for Further Study --- p.207 / Chapter 7.4 --- Summary --- p.209 / REFERENCES --- p.211 / APPENDIX A Stakeholder Interviews / Chapter A.1 --- Mr Oda (JTB) --- p.227 / Chapter A.2 --- Mr French --- p.228 / Chapter A.3 --- Mr Cressing --- p.229 / Chapter A.4 --- Mrs Farmer --- p.230 / APPENDIX B Pilot Study - Questionnaires (Japanese & English) / Chapter B.1 --- Pre-Study Abroad Language Contact Profile --- p.231 / Chapter B.2 --- Pre-Study Abroad Questionnaire - Students --- p.236 / Chapter B.3 --- Pre-Study Abroad Questionnaire - Teachers --- p.239 / Chapter B.4 --- Pre-Study Abroad Questionnaire - Parents --- p.241 / Chapter B.5 --- Adapted SES Survey 1 --- p.243 / Chapter B.6 --- Adapted SES Survey 2 --- p.247 / APPENDIX C Main Study - Questionnaires (Japanese & English) / Chapter C.1 --- Pre-Study Abroad Language Contact Profile - Students --- p.251 / Chapter C.2 --- Pre-Study Abroad Questionnaire for Students --- p.257 / Chapter C.3 --- Pre-Study Abroad Questionnaire for Parents --- p.261 / Chapter C.4 --- Pre-Study Abroad Questionnaire for Teachers --- p.265 / Chapter C.5 --- Adapted SES Survey 1 --- p.268 / Chapter C.6 --- Adapted SES Survey 2 --- p.272 / Chapter C.7 --- Homestay Family Questionnaire --- p.276 / Chapter C.8 --- Post-Study Abroad Language Contact Profile --- p.278 / Chapter C.9 --- Post-Study Abroad Questionnaire for Students --- p.282 / Chapter C.10 --- Post Study-Abroad Questionnaire for Parents --- p.286 / Chapter C.11 --- Post SA Questionnaire for Teachers --- p.289 / APPENDIX D Four Month Post-Sojourn Interviews (Semi-structured) / Chapter D.1 --- Group Interview Session --- p.291 / Chapter D.2 --- Individual Interview - Hiroko --- p.292 / Chapter D.3 --- Individual Interview - Kenji --- p.293 / Chapter D.4 --- Individual Interview - Chiaki --- p.294 / Chapter D.5 --- Individual Interview - Yumi --- p.295 / APPENDIX E Nisshi Diary (Japanese & English) --- p.296 / APPENDIX F Consent Form --- p.302

An increasing reliance on expatriate employees makes it critical that multinational organizations make a concerted effort to facilitate the successful transition of employees from foreign cultures. The parallels between the experience of expatriate employees and international students suggests that the results of research investigating issues of cross‑cultural adaptability that are conducted in academic settings should generalize to the workplace. The current study investigated the influence of the Sino‑American 1+2+1 Dual Degree Program on the cross‑cultural adaptability, acculturation, and withdrawal intentions of international students. It was hypothesized that participants in the 1+2+1 program would demonstrate higher levels of psychological adaptability and socio‑cultural adaptability, while demonstrating lower levels of withdrawal intentions. In addition, it was hypothesized that 1+2+1 participants would be more likely to adopt an acculturation orientation style than 1+2+1 non‑participants. To test the hypotheses, survey responses were obtained from 50 Chinese international students who were currently enrolled at California State University, San Bernardino, Northern Arizona University, and Coastal Carolina University. Results provided partial support for the 1+2+1 program improving the socio‑cultural adaptability of international students, while providing no support for the other three hypotheses. An interpretation of the results is provided that cites past studies which present potential explanations for the findings. Finally, an overview of the limitations of the current study, as well as the theoretical and practical implications of the results are discussed.

This thesis presents the findings of a descriptive study of goals of international exchange and how they are perceived in terms of relevance by host family participants in homestay exchange programs. The literature of international exchange was examined to identify goals as established and defined by researchers in the field. Experienced exchange coordinators, host families and others were interviewed for their suggestions of additional goals not discussed in the literature. A survey questionnaire was developed and administered to 69 host family members from Tillamook County, Oregon. They were asked to evaluate the importance and achievement of 14 literature-based and 22 non-literature-based goals represented by 43 two-part questions.

The focus of this research is the learning of host families participating in the curricula of student exchange programs. The role of the host family is central to the exchange event, but hosting is often a problematic experience during which the host family faces may dilemmas. The research substantiates the relevance of family systems theory in relation to the host family and positions the host family in an intercultural context. Phenomenographic techniques are used to describe the different ways of experiencing a hosting event and to account for how these ways occur. The phenomenon of Hosting is described by the conception of Synergy. A Spectrum of Experience, rather than a hierarchy, is defined by the four components of :fit, responsibility, investment and learning. Host family dilemmas and discernment are related to prior experience of hosting and the Synergy between expectations and learning outcomes. Intercultural learning in a hosting event is identified as participants' understanding of themselves, the process of hosting, communication skills and an appreciation of cultural heritage. Host family expectations have an impact before, during and after the hosting event while realistic expectations recognise the potential for learning moments as well as the contribution that conflicts, confrontations and challenges make to learning and growth in an intercultural context. Best preparation and best practice for host family participation involves an understanding of experiential learning, training program design and strategies for ongoing support systems / Doctor of Philosophy (PhD)

<p>As two former exchange students ourselves and studying the International Business and Economics program we were appealed by writing this thesis on commission for the International Office at Umeå University. The marketing of education is an area of research still in development. This lead us to our problem:</p><p>In what way do International Offices work to market their exchange programs?</p><p>The purpose of the study was to get an understanding of how International Offices in Europe work to market their exchange programs. We wanted to see and compare how the International Offices work to make students go and come on exchange programs. All this to improve the knowledge of the International Offices in Europe to become more effective and achieve greater success.</p><p>We started our theory chapter by writing about service marketing: describing a service and how to work with it. We continued with theories about the marketing of education. Australia turned out to be the country where we found the basis for our study. They are researching the most within the marketing of education. Using the theories as a basis we constructed a model called ‘the European Director’ of how International Offices in Europe work to market their exchange programs.</p><p>The study was done using a qualitative method. Three telephone-, and one face-to-face interview were conducted with persons working in International Offices. Our view of knowledge was hermeneutical and we had a deductive approach even though somewhat influenced by the ‘golden middle way’. Our perspective was that of the International Offices.</p><p>The results of our study were a compilation of our model that we constructed. Placing any IO in the head of ‘the European Director’ can tell how an International Office is working on a national- and international level towards students, other IOs and other universities. On an international level towards students the Internet and student ‘recruiters’ are tools that are used. Towards other IO’s and universities the Internet, brochures, personal selling and relationships are important. On a national level the Internet towards students is also an important tool, as is also personal selling and direct marketing. Towards other IO’s and universities the Internet and cooperations in different forms are used. The internationalization and the staff is very important in all offices. The internationalization is constantly on their minds and some offices even feel great pressure from it. The internationalization is evident in all offices since they all, except one, use individual marketing campaigns towards different countries.</p>

As two former exchange students ourselves and studying the International Business and Economics program we were appealed by writing this thesis on commission for the International Office at Umeå University. The marketing of education is an area of research still in development. This lead us to our problem: In what way do International Offices work to market their exchange programs? The purpose of the study was to get an understanding of how International Offices in Europe work to market their exchange programs. We wanted to see and compare how the International Offices work to make students go and come on exchange programs. All this to improve the knowledge of the International Offices in Europe to become more effective and achieve greater success. We started our theory chapter by writing about service marketing: describing a service and how to work with it. We continued with theories about the marketing of education. Australia turned out to be the country where we found the basis for our study. They are researching the most within the marketing of education. Using the theories as a basis we constructed a model called ‘the European Director’ of how International Offices in Europe work to market their exchange programs. The study was done using a qualitative method. Three telephone-, and one face-to-face interview were conducted with persons working in International Offices. Our view of knowledge was hermeneutical and we had a deductive approach even though somewhat influenced by the ‘golden middle way’. Our perspective was that of the International Offices. The results of our study were a compilation of our model that we constructed. Placing any IO in the head of ‘the European Director’ can tell how an International Office is working on a national- and international level towards students, other IOs and other universities. On an international level towards students the Internet and student ‘recruiters’ are tools that are used. Towards other IO’s and universities the Internet, brochures, personal selling and relationships are important. On a national level the Internet towards students is also an important tool, as is also personal selling and direct marketing. Towards other IO’s and universities the Internet and cooperations in different forms are used. The internationalization and the staff is very important in all offices. The internationalization is constantly on their minds and some offices even feel great pressure from it. The internationalization is evident in all offices since they all, except one, use individual marketing campaigns towards different countries.

No description available.

This thesis has been an investigation of the applicability of the middleman minority theory with reference to foreign students studying in the United States.Results of the study showed that the returning students generally corresponded with the criteria of the sojourners. Non-returning students however, did not fulfill all the conditions which apply to the middleman minority group residing in the host country. It was concluded that middleman minority is not a discrete category, but falls into the end of a continuum, which starts with the sojourners. In utilizing the middleman minority theory, two factors were excluded from the theory. These were that foreign students act as middleman between the elite and the masses in a society, and that they prefer to work in liquidable occupations.

Thesis (Ph.D.) -- University of Western Sydney, Nepean, 2000. / "Submitted for the degree of Doctor of Philosophy, Faculty of Education, University of Western Sydney, Nepean." "June 2000" Bibliography: leaves 276 - 302.

This Diploma Thesis is a case study that, on the example of Iraq, examines the development and importance of American public diplomacy in the Middle East. The thesis deals with the revitalization of public diplomacy projects and its budget increase, which started to occur as a result of changes in American foreign policy after the 9/11 terrorist attacks. Efforts to renew public diplomacy began to appear during the administration of President George Bush. However, it was his successor, Barack Obama, who became a strong supporter of "soft power" in US foreign policy and who stressed the need to restore credibility of the US in the world and cooperation with the Arab world. This thesis also deals with the development of public diplomacy in Iraq in the context of the war in Iraq, the subsequent American occupation and the increase of sectarian violence and violent extremism. Although Iraq has been the largest recipient of financial support for public diplomacy for several years, the biggest limit of public diplomacy in the country is its inadequate security situation. Based on the analysis of exchange programs between the US and Iraq, the thesis aims to prove that public diplomacy is an important tool for establishing a dialogue with foreign publics.