Abstract
Student sojourners are probably the best-researched group of cross-cultural travellers, as they tend to be located together and are more easily accessed as subjects of research (Zhou, 2006). More recent research has also started to investigate the dynamics of intercultural classrooms, for example considering factors influencing intercultural interaction, including individualism-collectivism (e.g. McCargar, 1993; Liberman, 1994) and teacher-student expectations (Cortazzi & Jin, 1997). Over the past 20 years, an increasing number of researchers have started longitudinal studies to find predictors of intercultural and educational adaptation (e.g. Ying & Liese, 1990, 1991; Kennedy, 1999) and to monitor adaptation over time (e.g. Lu, 1990; Ying & Liese, 1991; Ward & Kennedy, 1996, 1999).
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© 2011 Yuefang Zhou, Keith Topping and Divya Jindal-Snape
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Zhou, Y., Topping, K., Jindal-Snape, D. (2011). Intercultural Adaptation of Chinese Postgraduate Students and their UK Tutors. In: Jin, L., Cortazzi, M. (eds) Researching Chinese Learners. Palgrave Macmillan, London. https://doi.org/10.1057/9780230299481_11
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DOI: https://doi.org/10.1057/9780230299481_11
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