Title Page
ABSTRACT
Contents
CHAPTER ONE. INTRODUCTION 17
1.1. Introduction 17
1.2. Background of the Study 17
1.3. Problem Statement and Research Gap 22
1.4. Research Questions and Sub-questions 24
1.5. Scope of the Study 25
1.6. Significance of the Study 26
1.7. Organisation of the Chapters 27
CHAPTER TWO. LITERATURE REVIEW 28
2.1. Introduction 28
2.2. The Concept of Study Travel 28
2.2.1. The Concept of International Perspective 28
2.2.2. Study Travel in China 29
2.3. The implementation of Study travel 30
2.3.1. Advance Preparation for Study Travel 30
2.3.2. The Curriculum of Study Travel Activities 31
2.4. Stakeholders of Study Travel 40
2.5. The Development of Study Travel 41
2.5.1. Study Travel Development: An International Perspective 41
2.5.2. Study Travel Development in China 43
2.5.3. The Development Status of Study Travel in Handan 45
2.6. The Concept and Development of Quality-Oriented Education 47
2.7. The Nexus Between Study Travel and Quality-Oriented Education 48
2.8. Research Framework 49
2.9. Conclusion 52
CHAPTER THREE. RESEARCH METHODOLOGY 53
3.1. Introduction 53
3.2. Research Philosophies 53
3.3. Methodology 55
3.3.1. Qualitative Research 55
3.3.2. Ethnographic Research 62
3.4. Research Method 64
3.4.1. Data Collection Technique: In-depth Interviews 64
3.4.2. Data Collection Process 65
3.4.3. Population 67
3.4.4. Sampling 68
3.5. Interview Protocol Development (Pilot Test) 73
3.6. Data Analysis 77
3.6.1. The Cyclical Process of Analysis 77
3.6.2. Data Analysis Stages 77
3.7. Conclusion 83
CHAPTER FOUR. FINDINGS OF THE RESEARCH 83
4.1. Introduction 83
4.2. An Overview of Interview Responses 83
4.3. Teacher Respondents Results 88
4.3.1. The Understanding of Study Travel 88
4.3.2. The Purpose of Study Travel 92
4.3.3. The Development Status of Study Travel 94
4.3.4. The Influence of Study Travel on Quality-Oriented Education 97
4.3.5. Cognition of Study Travel before Implementation 106
4.3.6. Cognition of the Implementation Process of Study Travel 113
4.3.7. The Cognition after Study Travel 121
4.4. Student Respondents Results 138
4.4.1. The Perception of Study Travel 138
4.4.2. Cognition of Quality-Oriented Education 142
4.4.3. Cognition of Study Travel before Implementation 145
4.4.4. Cognition of the Implementation Process of Study Travel 146
4.4.5. The Cognition after Study Travel 150
4.5. Parent Respondents Results 159
4.5.1. The perception of Study Travel 159
4.5.2. Cognition of Quality-Oriented Education 161
4.5.3. Cognition of Study Travel before Implementation 166
4.5.4. Cognition of the Implementation Process of Study Travel 167
4.5.5. The Cognition after Study Travel 171
4.6. Conclusion 182
CHAPTER FIVE. DISCUSSION OF FINDINGS 183
5.1. Introduction 183
5.2. Understanding of Study Travel 183
5.3. Understanding of Quality-Oriented Education 184
5.4. Gaps between Implementation and Requirements of Study Travel 185
5.4.1. The Gap between Educators' Perceptions and Requirements of Study Travel 185
5.4.2. The Gap between Students' Awareness and Requirements of Study Travel 187
5.4.3. The Gap between Advance Preparation and Study Travel Requirements 188
5.4.4. Gaps between Curriculum Design and Requirements of Study Travel 189
5.4.5. The Gap between Participation of Teachers and Study Travel Requirements 194
5.4.6. The Gap between Security and Study Travel Requirements 195
5.5.7. The Gap between Evaluation Mechanisms and Study Travel Requirements 196
5.5.8. The Gap between Follow-up and Study Travel Requirements 197
5.6. The Gap between the Implementation of Study Travel and Quality-Oriented Education 198
5.7. Suggestions for the Implementation of Study Travel 199
5.7.1. Improve the Concept Consciousness of Educators 199
5.7.2. Stimulate Students' Subjective Consciousness 200
5.7.3. Improve the Advance Preparation 200
5.7.4. Strengthening Teacher Training 201
5.7.5. Improve the Design of Study Travel Curriculums 202
5.7.6. Improve Teacher Participation 204
5.7.7. Strengthen Safety Precautions 205
5.7.8. Improve the Evaluation Mechanism 207
5.7.9. Improve the Follow-up Work 207
5.8. Main Conceptual Findings 208
5.9. Conclusion 210
CHAPTER SIX. CONCLUSION AND RECOMMENDATIONS 211
6.1. Introduction 211
6.2. Summary of Research Findings 211
6.3. Contribution of the Study 215
6.4. Limitations of the Study 216
6.5. Recommendations for Future Research 217
6.6. Final Remarks 218
References 219
APPENDICES 238
APPENDIX I. LIST OF MAIN QUESTIONS OF IN-DEPTH INTERVIEW (TEACHER) 238
APPENDIX II. LIST OF MAIN QUESTIONS OF IN-DEPTH INTERVIEW (STUDENT) 241
APPENDIX III. LIST OF MAIN QUESTIONS OF IN-DEPTH INTERVIEW (PARENT) 243
APPENDIX IV. LIST OF MAIN QUESTIONS OF IN-DEPTH INTERVIEW (TEACHER CHINESE) 245
APPENDIX V. Invitation letter for Pilot Test 248
APPENDIX VI. Invitation letter for Pilot Test 249
APPENDIX VII. AN EXAMPLE OF A TRANSCRIBED INTERVIEW 250
APPENDIX VIII. INFORMED CONSENT OF RESPONDENTS 257
APPENDIX IX. APPLICATION FOR ETHICAL APPROVAL 261
Table 2.1. The theme categories of study travel 37
Table 4.1. Position of respondents 88
Figure 2.1. The framework of study travel design 34
Figure 2.2. Research Framework 51
Figure 3.1. Qualitative Research Cycle 57
Figure 3.2. A diagrammatic overview of the design 60
Figure 3.3. Schematic representation of the interview protocol development 76
Figure 4.1. Gender of respondents 85
Figure 4.2. Grade of respondents 86
Figure 4.3. Highest degree of respondents 87
Figure 4.4. Industry working experience of respondents 88
Figure 5.1. The main conceptual findings 210