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    A cultural learning approach to acculturation : teaching and learning between native English-speaking teachers and university students in Southwest China : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Communication at Massey University, Wellington, New Zealand
    (Massey University, 2025-08-31) Zhou, Zhidan
    The globalisation of education has affected the teaching dynamics of native English-speaking teachers (NESTs) in the Chinese higher education system. The roles of NESTs are challenging and require a nuanced understanding of teaching effectiveness, cultural intelligence (CQ), and leadership in higher education. This study explores the complex and dynamic roles of NESTs in Chinese higher education, focusing on their teaching practices, CQ, and leadership contributions. Forty-five Chinese students, 15 NESTs and five Chinese university leaders (CULs) from Southwest China participated in semi-structured interviews. Findings highlight that the pedagogical practices of NESTs were viewed positively for practical language application but criticized for being culturally incompatible. Instructional outcomes showed that perceived immediacy positively influenced affective and behavioral learning but did not affect cognitive learning. In addition, CQ plays a crucial role in shaping NESTs’ teaching strategies, classroom engagement, and adaptability to diverse learning needs. Participants who described CQ-aligned practices reported more adaptive teaching and richer student participation. NESTs play an important leadership role in improving students' language skills and cultural knowledge. NESTs are credited with providing authentic language environments, innovative teaching methods, and cultural insights that enhance students’ language and cultural understanding. Despite these positive contributions, NESTs have faced various challenges in their leadership role. This study emphasizes the need for culturally responsive teaching, professional development for NESTs, and collaboration between NESTs and institutions, deepens the understanding of NESTs’ contributions to instructional communication, and offers suggestions for improving intercultural communication in global academic contexts
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    The development of a contextualised set of evaluation criteria for studying internationalisation at a Vietnamese public university : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2018) Nguyen, Thi Hong Nhung
    The aim of this thesis is to explore the development of a contextualised set of evaluation criteria for studying internationalisation at a Vietnamese public university. The literature on internationalisation has so far paid little attention to Vietnam, a context which is at an early stage in conceptualising a plan for its internationalisation. This thesis, therefore, will assist Vietnamese universities in this effort in order to become a part of the global higher education system. Having access to a set of relevant evaluation criteria will not only enable them to better understand their current level of internationalisation but also inform their future internationalisation strategy. The research process was supported by two conceptual frameworks: practical participation evaluation and utilization-focused evaluation approaches. A mixture of qualitative and quantitative research methods was employed to conduct the three-phase development of the contextualised set of evaluation criteria. A collaborative partnership was also developed with the institutional stakeholders from a key university for which the set of criteria was contextualised for evaluating the internationalisation process. The findings from this study indicated that the development of a contextualised set of evaluation criteria for internationalisation at a Vietnamese public university was informed by a complexity of contextual factors. In particular, the domestic-focused nature of institutional internationalisation was found to be shaped not only by national economic and political rationales but also the institutional structure of single focus on teaching. The complexity was further expanded to (national) cultural relevance, institutional purposes for the evaluation, and the institutional mono-disciplinary structure when it came to the evaluation of that internationalisation. As a result of the study, a modelling process for developing a contextualised set of criteria for internationalisation at Vietnamese public universities was established. Insights into the complexity of the process for contextualising a set of evaluation criteria to study internationalisation at a Vietnam university also led to implications and recommendations for institutional stakeholders at the key university in the study (policy implementers and senior leaders), other universities, and policy makers.