Chapter 1 Introduction1.1 Research Background1.2 Research Overview1.3 The Organisation of the Book Chapter 2 Chinese-Foreign Cooperation in Running SchoolsSetting the Scene2.1 Introduction2.2 Globalisation, Internationalisation & TransnationalHigher Education2.3 Chinese-British Cooperation in TransnationalHigher Education2.3.l The UK Story2.3.2 The Chinese Story2.4 Features of Transnational Higher Education inChina2.4.1 The First Feature2.4.2 The Second Feature2.4.3 The Third Feature2.5 Discussions2.6 Conclusions Chapter 3 Intercultural Transition3.1 Introduction3.2 Existing Models: Towards Happy-ending?3.2.1 Cultural Shock3.2.2 Stress-Adaptation-Growth Model3.2.3 Developmental Models3.3 National Cultures Perspective: a Suitable Way inUnderstanding Individuals?3.3.1 National Cultural Theory and the Danger ofStereotyping Individuals3.3.2 Culture of Learning Theory and the Tendency toStereotype Chinese Learners3.4 A Microscopic Perspective: Focusing on IndividualFactors3.4.1 Motivation for Studying Abroad3.4.2 Pre-departure Preparation3.4.3 Language Competency3.4.4 Personal Factors Related to Autonomy3.5 A Contextual Perspective: Focusing on SituationalFactors3.5.1 Support from Conational, Host National andOther National Groups3.5.2 Formative Assessment and Transition in HigherEducation3.6 Intercultural Transition Group Oriented3.6.1 Intergroup Contact3.6.2 Ways to Reduce Intergroup Bias3.6.3 The Intercultural Contact Experiences of InternationalStudents and Home Students3.7 Conclusions Chapter 4 Methodology4.1 Introduction4.2 My Philosophical Position4.3 My Choice of Research Strategy4.4 My Choice of Methodology4.5 My Way of Collecting Data ...4.5.1 Locating the Natural Setting4.5.2 Negotiating to Get the Permission into the Field4.5.3 Getting into the Field4.5.4 Participant Observation4.5.5 In-depth Interviews4.5.6 Document Analysis4.5.7 Leaving the Field4.6 My Way of Analysing the Data4.7 Rigour and Trustworthiness of the Research4.8 My Concerns of Ethical Issues4.9 Reflexivity4.9.1 My Personal Experience on the Interpretation of theData4.9.2 My Participation in the Field on My Participants'Transition Experience4.9.3 Rethinking the Research Methodology4.10 Conclusions Chapter 5 Individual Transition5.1 Introduction5.2 Motivation for Studying Abroad5.2.1 It is My Decision Supported by My Parents5.2.2 Decision Largely out of Respect for Parents'Opinion5.2.3 Parents' Decision Neglecting Students'Interest5.3 Pre-departure Preparation5.3.1 Preparation from the Programme and Schools5.3.2 Attitudes Towards Pre-departure Preparation5.4 Interaction with the New Learning Environment5.4.1 New Features in the New Learning Environment5.4.2 Three Patterns of Students' Interaction with theNew Learning Environment5.5 Transition Outcome5.6 Conclusions Chapter 6 Studying Abroad as a Group6.1 Introduction6.2 Formation of Two Groups: Us and Them6.2.1 Students in Sino-British Class: a Close Group onChinese Campus6.2.2 Chinese Students' : a Closed Group in the Classon British Campus6.2.3 Intergroup Bias6.3 Current Practices of Intergroup Contact6.4 Conclusions Chapter 7 Discussion and Conclusions7.1 Introduction7.2 Individual Transition Experience: Different Journeysand Different Outcomes7.3 Studying Abroad as a Group: Us & ThemUnavoidable?7.4 Transition and the Impact on the Teaching andLearning Context at Two Campuses7.5 Conclusions References