It is seventeen years since I first formulated ‘The paradox of the Chinese learner’ in a conference in Kathmandu, Nepal. My original formulation of the para

Paints a clear, research-based picture of how Chinese students and their teachers see the context of their learning both in Hong Kong and abroad. The focus of m

This book examines Chinese tertiary students' experiences of learning English in Sino-Australian programs in China. Using an institutional ethnography, the book

Like all of higher education, the academic advising field has expanded beyond North America in the last two decades. Thus, the first offering chosen for the new