In providing evidence that uncovers the complexity of intercultural communication in a specific institutional setting and from the perspective of both Chinese and international students, this study has contributed to research and educational practice in the following ways. First, guided
by a social constructionist perspective, this study has provided an understanding of the effectiveness of internationalisation policy on students’ intercultural understanding and communicative competence in the context of a Chinese university. Second, it has enhanced current understanding of the link between curriculum internationalisation and intercultural competence. Hence, this research is potentially useful for both policy makers, educationalists, and intercultural researchers who are interested in the same field. Third, this study has shed light on the uniqueness, dynamics, and complexity of individual sojourners’ experiences of an institutional system, and thus contributed in-depth understanding of the internationalisation policy. Fourth, this study has suggested beneficial practices for all parties engaged in intercultural communication in the Chinese university context. Fifth, it outlines the value of a social constructionist approach in understanding not only the intercultural communication experiences between home and international students, but also the experiences of the researcher herself. Finally, this study has provided evidence of the importance of adopting an intercultural and interpersonal perspective when examining the delivery of curriculum internationalisation, a perspective largely neglected in the existing literature on the internationalisation of higher education. The research outcomes have, therefore, uncovered a potential future research agenda.
Appendices
Appendix A: Pilot Interview Guide
Theme 1: Expectations & Motivations
Is communicating with Chinese students and people outside the campus one of your expectations to come to China?
What other expectations did you have before coming to China? What are your expectations for choosing the course?
How is the course running in helping with your expectations? How other institutional activities have met your expectations?
What are the gaps between your expectations and structure of the program?
In what ways have your expectations met or not? If not, what would you like to do about that? Theme 2: Stereotypes
If some of your expectations have not been met, do you think it is because of your stereotypes about China or Chinese people?
What are your preconceptions about China/Chinese people? When did those preconceptions come from?
What examples can you draw on to illustrate your stereotypes?
In what ways have your preconceptions been challenged or reinforced since being in China? Have you found any institutional activities supportive in eliminating your stereotypes?
In what ways that your courses or Chinese language teachers have helped you eliminating your stereotypes?
Theme 3: Institutional interventions & Structure of the program
In what ways does the university help/hinder your expansion of friendship circle?
Does the institution provide some opportunities to help your engagement with Chinese students?
What kind of activities do you think have met with your expectations of communicating with other international or Chinese students?
Have you found any course or activity interests you or helps your adaptation to the new environment? What have you learned from the course or activity about Chinese culture/people?
What have you learned from the courses about communicating with locals ?
Have you learned more about Chinese people/ culture in some informal circumstances?
Theme 4: Intercultural communication experience
Can you recall an interesting conversation between you and the students from other cultural background? What have you learned from that conversation in terms of their culture?
Can you recall a part of the conversation that impresses you most in terms of improving your Chinese or learning about Chinese culture?
Have you ever sought for a Chines buddy?
Have you ever talked with other Chinese students on campus? What language did you use while talking with them?
What were your conversations mainly about?
How did the conversation help your understanding of Chinese culture/improve your Chinese? What did your learn from that?
Appendix B: International Interviewee Bio-Data Sheet
Personal Information Name: Age: Gender: Nationality: Firstly Language:Second Language (optional): Religious Affiliation (optional): Contact Information:
Educational Background Years of learning Chinese: Years of living in China:
Training course undertaken upon departure and/or after arriving in China:
Certificate(s) obtained relating to Chinese language proficiency:
Previous Experience of Studying/Living in another Country
Country Degree received Major Years
Working Experience
I hereby certify that the above information is true and correct to the best of my knowledge and belief.
Appendix C: Participant Information Sheet
I would like to invite you to take part in in an individual interview talking about your intercultural communication experience with students from other ethnic groups. Before you decide whether or not to take part, please read the following information. If you have any questions please do not hesitate to contact the researcher. Please also read and complete the Consent Form after reading through this Participant Information Sheet.
Please read all the information carefully
Title: Understanding the Effectiveness of the Internationalization Policy of a Chinese University on Students’ Intercultural Communication Experiences
Researcher: Miss Chen Wang (Durham University)
This interview is to investigate the student’s intercultural experience while encountering and communicating with culturally different others. The aim of my study is to provide a clear, and detailed description of what it is like for students to study and live with people from other ethnic groups, and how students make sense of such experience. In order to achieve the goal of the study, the researcher needs to reflect on what the participant has to say about his/her experience, and further to compare with the university policy in an effort to evaluate its effectiveness. Therefore this interview has been prepared in order to obtain responses about what it is like to study and live in a multicultural environment and your own reflection on such experience.
Since one of the aims of this study is to shed light on students’ development of intercultural undertsanding and communication, the responses you provide to the interviewer will be very important for completion of the study. Unfortunately, participant cannot be paid but it is hoped that the responses to the interview questions will make a significant contribution to furthering the understanding of students’ experience of intercultural encounters.
The time spent on the interview will be about an hour. The interview is open-ended, and you may also be required to further explain or discuss certain points that you have come up with during the interview. You have the right to refuse to respond to any question that the interviewer has asked.
Please note that the interview will be tape-recorded and then transcribed afterwards, for the purpose of analysis, but both hard and electronic copies of the interviews will be stored by the researcher. Access will be limited to the researcher only. You still have the right to refuse to have the interview being recorded.
Once you have read this information sheet you can read and sign for the Informed Consent Form. Completing the Consent Form involves providing your name and contact detail. The researcher will keep your personal information strictly confidential and will be known only to herself. Your name and personal details will be stored securely and will not appear on any of the reports or publications that result from the research, and will be kept separate from the interview content. The responses you provide may be used in published writings in academic journals, books and in conference presentations. The interview content will then be transcribed by the researcher for further analysis, direct quotation from the transcript may be used to help illustrate a point, but you can be assured that you are not personally identifiable by the use of such quotation. (For example, any identifying name, place and institution will be changed).
If you have any concerns or questions about your privacy, then do not hesitate to contact the researcher (details at the end of this Participant Information Sheet).
Participation is voluntary and you are free to withdraw from or stop the conversation at any time, which will not affect your status now and in the future. You are free to return another time to complete the
interview. You could also contact the researcher after the study if you have changed your mind or some ideas about the information you have provided. You may contact the researcher if you require further information about the research, and you may also contact the Research Ethics Coordinator of the School of Education, University of Durham, if you wish to make a complaint relating to your involvement in the research.
Please also be aware that you may be contacted later from the interviewer for further clarification of certain responses you have provided, and also have the right to get access to findings or any publication pertaining to the interview.
This study is managed by the researcher: Miss Chen Wang
Appendix D: Participant Consent Form
Project Title: Understanding the Effectiveness of the Internationalization Policy of a Chinese University on Students’ Intercultural Communication Experiences
Researcher’s name: Chen Wang
I have read the Participant Information Sheet and the nature and purpose of the research project has been explained to me. I understand and agree to take part.
I understand the purpose of the research project and my involvement in it.
I understand that I may withdraw from the research project at any stage and that this will not affect my status now or in the future.
I understand that while information gained during the study may be published, I will not be identified and my personal results will remain confidential. I understand that I will be audio-recorded during the interview.
I understand that hard and electronic copies of the interviews will be stored by the researcher. Access will be limited to the researcher only.
I understand that I may contact the researcher if I require further information about the research, and that I may contact the Research Ethics Coordinator of the School of Education, University of Durham, if I wish to make a complaint relating to my involvement in the research.
Signed………(Research participant) Print name………..Date……… Contact details
Researcher: Chen Wang Email: [email protected] Approved by Durham University’s Ethics Advisory Committe
Appendix E: Interview Guide for International Students
1. Is communicating with Chinese students or people outside the campus one of your expectations in coming to China?
2. What other expectations do you have?
3. What are your expectations about your language courses?
4. To what extent do you think your language programme helped you improve your Chinese or better communicate with Chinese people?
5. Have you found your expectations been met or not?
6. So do you have some preconceptions before you came to China?
7. Have you found any of your preconceptions has been challenged since you came to University X?
8. So through what kind of ways do you learn more about Chinese people/culture? 9. Do you think your teachers help you learn how to communicate with local people? 10. Do you think some institutional activities help you adapt to the life here?
11. Have you joined some clubs or associations? 12. Do you think you have adapted to the life here?
13. Have you ever communicated with Chinese students on campus? 14. What have you learned from her about Chinese culture?
15. What kind of activities that are organized by University X do you think more helpful for engaging foreign students with local Chinese students?
16. Would you like to live together with Chinese students? 17. Have you ever tried to find a language buddy?
18. Have you learned about Chinese culture in some informal circumstances? 19. Have you travelled a lot in China?
20. Do you think such travelling experience helps you understand Chinese culture?
21. Can you recall an interesting conversation between yourself and a person from other cultural background?
22. What have you learned from him?
23. In what ways do you think most help your understanding about communicating with Chinese people?
24. What factors do you think give rise to a closer relationship between yourself and other Chinese or international students?
25. What suggestions can you make for the institution to promote intercultural communication between international and home students?
Appendix F: Interview Guide for Chinese Students
1 和外国学生交流是你来北大之前的一个预想吗？ 2 你觉得现在已经达到你的预期了么？ 3 你对你们的课程有什么预想嘛？ 4 你觉得课程达到你的预期了么？ 5 你觉得对于了解文化这个预期达到了么？ 6 你觉得对于和外国学生交流这方面有达到你的预期吗？ 7 你以前对某些国家有过偏见或是刻板印象么？ 8 你觉得你现在一些刻板印象有没有什么改变？ 9 你觉得这些发现对你自己有哪些影响？ 10 你们的课会跟外国留学生一起上么？ 11 你觉得外国学生和中国学生分开上课好么？ 12 你觉得这样对于你们建立比较密切的关系有影响么？ 13 你觉得学校有哪些促进中外学生交流的活动？ 14 你觉得对于你了解外国文化有哪些帮助？ 15 除了文化节以外还有其他活动是促进中外学生交流的么？ 16 学校有哪些社团活动是促进你们中外学生交流的么？ 17 你得所有这些活动哪个对你了解外国文化和接触外国学生帮助最大？ 18 你有没有和学院外的外国留学生接触过？ 19 你觉得接触外国学生对于你来说受益最大的是什么？ 20 你跟语伴接触交流有出现过文化差异或是意见不合的时候么？ 21 你觉得哪些因素能够促使你和外国学生关系比较紧密？ 22 你觉得学校在促进中外学生交流这方面还有哪些需要进步的？Interview Guide for Chinese Students (translated into English by the researcher)
1. Is communicating with international students one of your expectations of enrolling University X?
2. To what extent do you think your expectations have been met? 3. What are your expectations about your language courses? 4. Have you found your expectations have been met or not?
5. To what extent do you think your language courses helped you learn more about other cultures?
6. To what extent do you think your language courses facilitate your communication with international students?
7. Have you ever had some preconceptions of other countries?
8. Have you found that any of your preconceptions have changed after taking the language course or through communicating with international students?
9. In what ways do you think the language programme helps you learn more about other cultures or people from other countries?
10. How are your language courses organized to facilitate your integration with international students?
11. What do you think about studying and living with international students?
12. To what extent do you think a mixed-classroom environment will affect the relationship between Chinese and international students?
13. What kinds of activities are organized by University X? Do you think they are helpful for engaging foreign students with local Chinese students?
14. To what extent do your think such activities help you learn more about other cultures? 15. Have you learned about other cultures in some other informal circumstances?
16. Have you joined some clubs or associations?
17. Do you think you have gained more opportunities to meet and communicate with international students through joining the clubs/associations?
18. Have you ever communicated with international students outside the campus?
19. If yes, what have you learned from them that helps your understanding about other countries?
20. Can you recall an interesting conversation between yourself and a person from another cultural background? What have you learned from him/her?
21. What factors do you think might give rise to a closer relationship between yourself and international students?
22. What suggestions can you make for the institution to promote intercultural communication between international and home students?
Appendix G: Two Fragments from the Semi-structured Interviews
The following two sample interview transcripts from a Chinese and an international participant
respectively suggest that there was some consensus among both groups of participants with regard to the academic and social value of intercultural communication between home and international students inside the classroom.
1. A fragment from the interview with Chinese participant Fan 采访者：你对于和外国学生一起上课有什么看法吗？ 范：如果说建立好的关系的这个是一定会有影响的。如果你上课上得多，经常聊得多，交流得多， 但是可能现在这个研究生阶段吧，大家都有自己的事。确实留学生她们那边也提出来这个问题过， 上次她们提出说很多通知她们都没有收到，所以在大家一起交流得时候各自都形成了各自的圈子， 交流的不多。我也有些这种感受，我们平时确实没有怎么太多得去接触，除非你跟某一两个同学 私人关系好，其他得交流不多，像平时上课的话，有的时候甚至相见了以后都不怎么打招呼。但 是老师和留学生的关系挺好的。