We have agreed that the journal will invite and include notices of recently completed theses in the Sociology of Education. This will be an important resource for readers to follow through as well as to provide the names of colleagues who are new entrants to the discipline.
This is an open invitation starting with theses completed from 2017 onwards. We would like the following information:
Name of author
Thesis title
Awarding university
Degree and year
A 200-word synopsis of the thesis (which must include an indication of overall purposes, theoretical elements, research design and method, nature of conclusions and significance for the sociology of education)
An email address
Please forward these to Helen Oliver, BJSE Editorial Office. Email: [email protected]
We will include this call for the above information in forthcoming issues of the journal.
Executive Editors
Name of author: Kun Dai
Thesis title: An Exploration of Chinese Students’ Learning Experiences in China–Australia ‘2 + 2’ Articulation Programmes: In Between Two Systems
Awarding university: The University of Queensland, Australia
Degree and year: PhD, 2018
This qualitative exploratory study investigated Chinese students’ learning experiences in China–Australia transnational articulation programmes based on the concepts of space, place, diaspora, and the stress–adaptation–development model of intercultural adjustment. Research has widely explored the topics of transnational higher education (TNHE) in the Chinese context from macro perspectives; for example, history and policy. However, limited research has investigated Chinese students’ experiences in articulation programmes. In this study, 12 Chinese students were interviewed to share their experiences in articulation programmes. Moreover, the researcher’s own experiences as a Chinese international student in Australia were added to the analysis from an in-between perspective. Research findings suggest that TNHE articulation programmes created an in-between learning space for students to engage in the process of shifting between two educational contexts, shaping a sense of in-betweenness or liminality, which was reflected in their dynamic changes of identity, agency, and belonging during intercultural adjustment processes. The mapping of this liminal space is related to the cross-system inconsistencies and differences in the use of Internet-based technology, assessment, teaching content and approaches, and university and class settings. The significance of this study is to conceptualise the cross-system learning in TNHE articulation programmes from an ‘in-between’ perspective.
Email: [email protected]