Chinese student experience of home-based TNHE and study abroad options: A comparative case study of two MA TESOL programmes provided by an English university in partnership with a Chinese higher education institution

This thesis is a comparative study of two MA TESOL programmes offered to Chinese students by a research-intensive university in the United Kingdom. One of the programme is based in the UK with students attending during the week while the other is based in a Chinese university working in partnership with the UK university and students attend the programme during the weekends
The two cases were purposefully chosen against the background of cross-border higher education to investigate whether and how learning differs for learners in the different styles of cross-border higher education. In addition to the student perspective, the voice of the UK university is included to provide an understanding of the programme establishment and provision. Using a qualitative approach and methods of documenting, observation, and interviews, as well as a theoretical push-pull framework with both extrinsic and intrinsic motives, an expansive learning theory, and cultural intelligence mode, the study seeks to first understand how learners study in each learning context before comparing the two cases.
The emphasis is on - 1) the educational context of each course; 2) the learners' learning motivations and expectations on each course; 3) students' learning experiences and outcomes; and 4) comparing how the courses impact the learners' learning outcomes.
According to the findings of this study, students made the decision to register on each of the different programmes based on their personal contexts, which influenced their motives and expectations. Regardless of the differences in details, they all present academic and vocational learning orientations. Despite being in different countries with different delivery styles, the two programmes have course routines that share British educational characteristics in terms of goals and values. This enables learners, regardless of location, to continue similar learning experiences and achieve personal growth. Learners in both cases are positively encouraged to develop professional knowledge and skills while being challenged to adapt to course routines due to the various cultural factors. Their learning routine combines studying on an MA TESOL course whilst studying to be a qualified learner in the UK learning culture. Despite the learners' personal growth in professional and cultural competence, this study suggests a culturally oriented scaffold for the learners in the implementation of cross-border higher education.