"Lost in Transition": A Thematic Analysis of Chinese Students' Learning Challenges in a Sino-Foreign Cooperative Program

Abstract

Sino-foreign cooperative programs, both in China and internationally, represent a significant strategy for the internationalization of higher education. Nonetheless, cross-border learners have numerous learning issues, and their practical experience is remain underexplored that needs to be studied deeper. This research paper will seek to probe into the learning challenges of the students on cooperative programs in detail. A qualitative research design was employed to interview 24 cooperative student participants in semi-structured interviews. The thematic analysis approach as suggested by Braun and Clarke was used to code and analyze the data. Using the thematic approach, three central themes were identified: (1) The "dual gate" of academic adjustment: Students experience a combination of problems, which is both a feature of surface challenges and deep discontinuities; (2) The "breakdown band" of project support: The project is characterized by the structural failures, creating a feature of discontinuities both on the surface and in depth; (3) The suspension of value expectations: Students remain unaware of how the cumulative lack of systematic support and difficulties in individual adaptation collectively contribute to the learning problems they experience in cooperative educational programs. It is suggested to establish an academic transition course, frequent guidance, and value communication channel so as to assist students to get through the confusion in the transitional stage.