Learning between two systems: a Chinese student’s reflexive narrative in a China-Australia articulation programme

Abstract

This article illustrates the author’s transnational learning experiences in a China-Australia 2 + 2 articulation programme. Transnational articulation programme is being actively adopted by many Chinese universities to enhance the diversity of educational structures as a response to the growing trend of internationalisation of higher education. Although many existing studies have investigated the topic of transnational education, few have revealed students’ learning experiences via a reflexive narrative approach. To add insights to this under-researched field, the author examined his learning journey in a 2 + 2 programme based on the intercultural adjustment model of ‘stress-adaptation-development’ and the concept of ‘in-between’ space. The narrative indicated that his senses of identity, agency, and belonging underwent constant change in the 2 + 2 learning process, which shaped his sense of in-betweenness. The exploration of such learning experiences could contribute to the literature on intercultural adjustment and transnational higher education from a student perspective.

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