Chinese generation Y as students in Australia

Conference item


Martin, Joyce. (2010). Chinese generation Y as students in Australia. In F. Waugh and L. Napier (Ed.). Internationalising learning and teaching in academic settings: engagement, collaboration and sustainability. Australia: University of Sydney. pp. 87 - 109
AuthorsMartin, Joyce
KeywordsContinuing and Community Education;--Teacher and Instructor Development
Year2010
PublisherUniversity of Sydney
Open accessOpen access
Page range87 - 109
ISBN9781742101965
Research GroupSchool of Education
Place of publicationAustralia
EditorsF. Waugh and L. Napier
Permalink -

https://acuresearchbank.acu.edu.au/item/8v015/chinese-generation-y-as-students-in-australia

  • 125
    total views
  • 0
    total downloads
  • 5
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Restorative practice: Applying confucianism to build a better mousetrap
Martin, Joyce and Elliot, Jackie. (2009). Restorative practice: Applying confucianism to build a better mousetrap. International Journal of the Humanities. 7(2), pp. 47 - 55.
Confucian philosophy for teaching twenty-first century values in Australian schools
Elliot, Jackie and Martin, Joyce. (2009). Confucian philosophy for teaching twenty-first century values in Australian schools. International Journal of the Humanities. 7(5), pp. 145 - 156.
Multiple intelligence theory, knowledge identification and trust
Martin, Joyce. (2006). Multiple intelligence theory, knowledge identification and trust. Knowledge Management Research and Practice. 4(3), pp. 207 - 215. https://doi.org/10.1057/palgrave.kmrp.8500101
Multiple intelligences and online learning
Martin, Joyce. (2004). Multiple intelligences and online learning. Education International. 1(1), pp. 1 - 7.
Multiple intelligences and business diversity
Martin, Joyce. (2003). Multiple intelligences and business diversity. Journal of Career Assessment. 11(2), pp. 187 - 204. https://doi.org/10.1177/1069072703011002005