Introduction

Abstract

This book is based on an ethnographic study of the learning experience of a group of Chinese postgraduate students during their overseas study in a British university at the beginning of the 21st century. It depicts their learning trajectory as they adjusted to the teaching and learning culture in their new environment. Starting with the Chinese students’ initial perceptions of British teaching and learning practices compared to their inherited culture of learning, the book focuses on how they adjust emotionally, cognitively, and behaviourally, in order to make their learning successful, resulting in changes and developments in their conceptions and beliefs about knowing and learning and the creation of new forms of learning culture.