Module Code______INF314______
Assessment Word Count ________3976__________ Coursework submitted after the maximum period will receive zero marks. Your assignment has a word count limit. A deduction of 3 marks will be applied for coursework that is 5% or more above or below the word count as specified above or that does not state the word count. These deduction procedures are detailed in the Students ' Handbook.
Registration Numbers (s) | Student Individual Contribution (please tick)* | 1.100212026 | * | 2. | | 3. | | 4. | | 5. | | 6. | |
Group Submission
Each member of the group should be identified by their student registration number. (This is very important otherwise students inevitably will not receive a mark).
Statement of Contribution to Group Coursework
This is to confirm that ALL members of the group contributing to this piece of coursework agree that all members of the group contributed equally to the work involved in the coursework and to the preparation of the final piece of work submitted for assessment.
*If the “Student Individual Contribution” box is not ticked by each member of the group the module coordinator will investigate the cause of any dispute.
INF314 coursework: Critique of a previous dissertation
Introduction: Details of the dissertation for which you are providing a critique:
Author (year) : LIPENG WANG (2011) | | Title A STUDY OF THE APPLICABILITY OF RECENT MODELS OF INFORMATION BEHAVIOUR TO THE PRACTICAL ACADEMIC CONTEXT EXPERIENCED BY INTERNATIONAL STUDENTS | |
Reason for choice: 1. This dissertation have similar topic with mine, I think I can access valuable parts from this dissertation. 2. Compare with other dissertations, this more focus on academic context and International students’ behaviour, which is relevant to my dissertation area. 3. We use both questionnaire and interview to collect data. 4. According to
References: Aspland, T. (1999) Struggling with ambivalence in supervisory relations. Supervision of Postgraduate Research in Education. Coldstream, Victoria: AARE Atkinson, D Bell, J (2010) Doing your research project: A guide for first-time researches in education, health and social science Bretag, T., Horrocks, S Bruce, C. S. 1994. Research students’ early experiences of the dissertation literature review. Studies in Higher Education, 19, pp.217-29. Carroll, J. (2005). ‘Strategies for becoming more explicit’.Teaching International Students. Improving Learning for All, pp. 26-34. Edward,V and Ran,A (2006) Meeting the needs of Chinese students in British Higher Education. Greasley, P and Cassidy, A. (2010). When it comes round to marking assignments: How to impress and how to ‘distress’ lecturers. Assessment & Evaluation in Higher Education, 35(2), 173–189. Gao, M. (1998) Influence of native culture and language on intercultural communication: The case of PRC student immigrants in Australia. Symposium of Intercultural Communication. Retrieved from: http://www.immi.se/intercultural/nr4/gao.htm Gao, X Gao Y (2012) Chinese Students’ Experience: A Case Study Gray, J (1998) Narrative inquiry, unpublished paper. Green, A.B., Unaldi, A., Weir, C. J. (2008). The cognitive processes of second language academic readers. Pedagogical Research Fund for Languages, Linguistics and Area Studies in Higher Education, Gudykunst, W Hughes ,H( 2005) Actions and reactions : exploring international students’ Use of Online Information resources. AARL Jankowicz, A.D Li, M. (2007). Chinese students ' learning difficulties in Australia and New Zealand. Experiencing another culture .pp. 86-103 Liu G, Y and Winn,D(2009) Chinese Graduate Students and the Canadian Academic Library: A User Study at the University of Windsor Liu, J. (2000). ‘Understanding Asian students’ oral participation modes in American classrooms’, Journal of Asian Pacific Communication, 10(1), 155-189 Mclean, P. and Ransom, L. (2005). ‘Building intercultural competencies: Implications for academic skills development’ Teaching International Students. Improving Learning for All, pp.45-62. Paton, M Punch, F, K. (2005). Introduction to Social Research: Quantitative and Qualitative Approaches Rubin, J Spencer-Patey, H., and Xiong, Z.N. (2008) Chinese students Psychological and sociocultural adjustments to Britain: An empirical study. Language, Culture and Curriculum, 19 (1), pp. 37-53. Tian and Low (2011) Critical thinking and Chinese university students, Language, culture and curriculum 24:1 61-76 Turner, Y., 2006, Chinese students in a UK Business School: Hearing the student voice in reflective teaching and learning practice