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Author: search.filters.author.Liu, XiaolingHas files: No

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    Item type:Publication,
    Impact of Transnational Education Policies on Cross-Cultural Adaptability and Institutional Support for Northern Chinese Students in Thai Universities
    (2024-01-01)
    Liu, Xiaoling
    ;
    Tuntinakhongul, Ampapan
    The principal aim of this study is to explore the complex interrelationships between transnational educational policies, cross-cultural adaptability, and institutional support. Using a qualitative methodology, the research employs semi-structured interviews to examine how policies influence the cross-cultural adaptability of Northern Chinese students and the nature of the support offered by Thai higher education institutions. The study seeks to highlight the mediating roles of cultural competence training and social support in shaping students' experiences, thereby providing a detailed understanding of the practical implications of policies in a non-Western academic context. This qualitative investigation involved 17 semi-structured interviews with Northern Chinese students attending Thai higher education institutions. The interviews continued until data saturation was reached, ensuring an in-depth exploration of the participants’ narratives. A three-step thematic analysis was applied to examine the relationships between transnational educational policies, cross-cultural adaptability, and institutional support, as well as to investigate the mediating effects of cultural competence training and social support. The study’s findings reveal the significant influence of transnational educational policies on the cross-cultural adaptability of Northern Chinese students. The research uncovers the intricate relationships between policies, cultural competence training, social support, and institutional assistance. By analysing the participants' narratives, the study provides empirical insights into how policies are translated into tangible outcomes, impacting students' capacity to adjust to and navigate a new cultural and academic environment. This research adds to the existing literature by offering context-specific insights into the experiences of Northern Chinese students in Thai higher education. It addresses gaps in previous research by examining the practical outcomes of transnational educational policies and identifying the mediating roles of cultural competence training and social support. The significance of the study lies in its potential to inform policymakers, educators, and institutions on how to foster more inclusive and supportive environments for international students. By emphasising the unique perspectives of Northern Chinese students, this study enriches the literature on transnational higher education, cultural competence, and student support, and offers a foundation for future research in diverse cultural and educational settings.
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    Impact of language programs and cultural immersion on intercultural competence and academic success of Northern Chinese students in Thai Universities
    (2024-01-01)
    Liu, Xiaoling
    ;
    Tuntinakhongul, Ampapan
    Objective: This study aims to investigate the interconnections among language proficiency programs, cultural immersion activities, self-efficacy, intercultural communicative competence (ICC), and academic success among Northern Chinese students attending Thai universities. The primary objective is to elucidate the intricate dynamics that affect the development of ICC and academic achievement within the framework of cross-cultural education. By adopting a holistic perspective, this research seeks to address existing gaps in the literature and provide in-depth insights into the complex interplay of these factors. Methodology: Utilising a quantitative methodology, the research distributed 500 questionnaires to Northern Chinese students enrolled in Thai universities, yielding 350 valid responses, with data analysis conducted using SmartPLS software. Additionally, a mixed-methods approach was employed, incorporating qualitative insights through interviews to enhance the quantitative findings. This methodological design facilitated a comprehensive exploration of language proficiency, cultural immersion, self-efficacy, ICC, and academic success, offering a multifaceted understanding of the subject matter. Findings: The findings reveal significant positive correlations among language proficiency programs, cultural immersion activities, self-efficacy, ICC, and academic success. Specifically, language proficiency programs were found to positively influence both ICC and academic achievement, with self-efficacy serving as a mediating factor in these relationships. Similarly, cultural immersion activities were associated with enhanced ICC and academic success, again mediated by self-efficacy. These results highlight the interconnectedness of these variables and underscore the necessity for a holistic approach in cross-cultural education. Contribution: This research contributes original insights by concurrently examining language proficiency, cultural immersion, self-efficacy, ICC, and academic success within a unified framework, and its significance lies in the practical implications for educators, institutions, policymakers, and international students, advocating for an integrated approach to cross-cultural education that recognises the mediating role of self-efficacy and promotes the development of culturally competent global citizens.