My dissertation explores the history, pedagogy, and practice of peer review in academia and in the workplace, so that I could suggest strategies for improving peer review in the contemporary corporation. Several scholars have studied collaborative writing—of which peer review is just one type—but few have specifically and thoroughly treated the subject of peer review. I surveyed the technical writers in my organization as well as other local writers about their thoughts on peer review. For improving peer review in the workplace, two predominant themes emerged: improve the corporate culture and assign a manager to the process. Therefore, I explore how to create a sense of community in the organization, and I propose a leader of the peer review process—the technical editor. My final chapter discusses the pedagogical implications of my study, and includes suggestions for preparing technical communication students (i.e., technicaleditors) for such a leadership role in the workplace.

With the advent of globalisation driving the People.s Republic of China to embrace its future, the local government has shown great enthusiasm promulgating one of the oldest industries. Foreign higher educational providers that operate in China through the mode of joint venture cooperatives between a Chinese and foreign institution of higher learning are becoming increasingly .knowledgeable-hungry. public or private universities and colleges. Such operations commonly known as Sino-foreign educational cooperatives (SFEC), are hotly spawned on the mainland, enrolling Chinese students through the division of responsibilities, roles and resources. The Chinese party is mostly responsible for the hardware support, supplying facilities and logistics as the part of the bargain, whereas the foreign party provides the intellectual software of academic programs. The locus of this qualitative study aims to present and investigate a distinct phenomenon of learning in SFEC through the theories of sociocultural perspective encumbered in a transitional context; Sino-foreign (SF) graduates to other workplace communities. Without common interests of social interaction, co-participation, and transformation, SFEC are often discredited due to various factors. The learning aims will feature participative and transformative themes that feature qualitative and interpretive methods. Thus, this research involves interviewing four relevant participants from the likes of two Chinese nationals and two non-Chinese, and how they view learning in SFEC applied to a transitional context, the workplace. My furtherance of analysis will generally stress learning, co-participation and transformative learning in activities that circumvents discriminatory elements of artifacts, identity profiling, relationships, commitment and workplace employment for the necessary transition. In the initial research phase, it did seem that putting learning into community practice in China was essential. In the closing stages, thoughts will flow to the legitimisation of participative and transformative learning, which forms the backdrop of this original theme of research gathered through previous works of similar purview. Prawatt and Floden (1994) remark that knowledge, and the belief that knowledge is the result of social interaction and language usage, and thus is a shared, rather than an individual, experience. Presumably, my chosen theories frame the interactive and shared communal nature of the Chinese society and learning systems. / na

<p>^{With the advent of globalisation driving the People.s Republic of China to embrace its future,}^{the local government has shown great enthusiasm promulgating one of the oldest industries.}^{Foreign higher educational providers that operate in China through the mode of joint venture}^{cooperatives between a Chinese and foreign institution of higher learning are becoming}^{increasingly .knowledgeable-hungry. public or private universities and colleges. Such}^{operations commonly known as Sino-foreign educational cooperatives}</p><p>^(SFEC)^{, are hotly}^{spawned on the mainland, enrolling Chinese students through the division of responsibilities,}^{roles and resources. The Chinese party is mostly responsible for the hardware support,}^{supplying facilities and logistics as the part of the bargain, whereas the foreign party provides}^{the intellectual software of academic programs.}^{The locus of this qualitative study aims to present and investigate a distinct phenomenon of}^{learning in SFEC through the theories of sociocultural perspective encumbered in a transitional}^{context; Sino-foreign}^(SF)^{graduates to other workplace communities. Without common}^{interests of social interaction, co-participation, and transformation, SFEC are often discredited}^{due to various factors. The learning aims will feature participative and transformative themes}^{that feature qualitative and interpretive methods. Thus, this research involves interviewing four}^{relevant participants from the likes of two Chinese nationals and two non-Chinese, and how}^{they view learning in SFEC applied to a transitional context, the workplace.}^{My furtherance of analysis will generally stress learning, co-participation and transformative}^{learning in activities that circumvents discriminatory elements of artifacts, identity profiling,}^{relationships, commitment and workplace employment for the necessary transition. In the}^{initial research phase, it did seem that putting learning into community practice in China was}^{essential. In the closing stages, thoughts will flow to the legitimisation of participative and}^{transformative learning, which forms the backdrop of this original theme of research gathered}^{through previous works of similar purview. Prawatt and Floden (1994) remark that knowledge,}^{and the belief that knowledge is the result of social interaction and language usage, and thus is}^{a shared, rather than an individual, experience. Presumably, my chosen theories frame the}^{interactive and shared communal nature of the Chinese society and learning systems.}</p> / na