<p><sup>With the advent of globalisation driving the People.s Republic of China to embrace its future, </sup><sup>the local government has shown great enthusiasm promulgating one of the oldest industries. </sup><sup>Foreign higher educational providers that operate in China through the mode of joint venture </sup><sup>cooperatives between a Chinese and foreign institution of higher learning are becoming </sup><sup>increasingly .knowledgeable-hungry. public or private universities and colleges. Such </sup><sup>operations commonly known as Sino-foreign educational cooperatives </sup></p><p><sup>(SFEC)</sup><sup>, are hotly </sup><sup>spawned on the mainland, enrolling Chinese students through the division of responsibilities, </sup><sup>roles and resources. The Chinese party is mostly responsible for the hardware support, </sup><sup>supplying facilities and logistics as the part of the bargain, whereas the foreign party provides </sup><sup>the intellectual software of academic programs. </sup><sup>The locus of this qualitative study aims to present and investigate a distinct phenomenon of </sup><sup>learning in SFEC through the theories of sociocultural perspective encumbered in a transitional </sup><sup>context; Sino-foreign </sup><sup>(SF) </sup><sup>graduates to other workplace communities. Without common </sup><sup>interests of social interaction, co-participation, and transformation, SFEC are often discredited </sup><sup>due to various factors. The learning aims will feature participative and transformative themes </sup><sup>that feature qualitative and interpretive methods. Thus, this research involves interviewing four </sup><sup>relevant participants from the likes of two Chinese nationals and two non-Chinese, and how </sup><sup>they view learning in SFEC applied to a transitional context, the workplace. </sup><sup>My furtherance of analysis will generally stress learning, co-participation and transformative </sup><sup>learning in activities that circumvents discriminatory elements of artifacts, identity profiling, </sup><sup>relationships, commitment and workplace employment for the necessary transition. In the </sup><sup>initial research phase, it did seem that putting learning into community practice in China was </sup><sup>essential. In the closing stages, thoughts will flow to the legitimisation of participative and </sup><sup>transformative learning, which forms the backdrop of this original theme of research gathered </sup><sup>through previous works of similar purview. Prawatt and Floden (1994) remark that knowledge, </sup><sup>and the belief that knowledge is the result of social interaction and language usage, and thus is </sup><sup>a shared, rather than an individual, experience. Presumably, my chosen theories frame the </sup><sup>interactive and shared communal nature of the Chinese society and learning systems. </sup></p> / na
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:liu-14905 |
| Date | January 2007 |
| Creators | Sim, Patrick Puay-I |
| Publisher | Linköping University, Department of Behavioural Sciences and Learning |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, text |
Page generated in 0.0148 seconds