B

1. Burnapp, D. and Zhao, W. (2011) The experiences of Chinese students entering top-up courses: comparing students from UK-style HND courses and students from Chinese diploma courses. International Journal of Management Education. 9(3), pp. 91-99. 1472-8117.
2. Burnapp, D. and Zhao, W. (2010) Authenticity or mimicry? The nature and stages of student transitions during transnational educational programmes and subsequent progression courses. Paper presented to: Higher Education Academy Annual Conference 2010, University of Hertfordshire, Hatfield, 22-23 June 2010.
3. Burnapp, D. and Zhao, W. (2009) Voices from the chat rooms: research into the experiences of Chinese students participating in transnational education programmes as reported on internet social networks. Enhancing the Learner Experience in Higher Education. 1(1), pp. 30-43. 1234-1234.

F

1. Feng, Y. (2008) 'Making special education inclusive': Chinese mainstream teachers’ perspective. Paper presented to: European Educational Research Association (EEER) New Researchers/Student Conference, Gothenburg, Sweden, 8 - 12 September 2008.
2. Feng, Y. (2008) Teacher motivation in special education in China. Paper presented to: British Educational Research Association (BERA) Annual Conference 2008, Edinburgh, 3 - 6 September 2008.
3. Feng, Y. (2008) Teacher voices from China: the impact of cross-cultural experiences on EFL teachers’ motivation for professional development. Paper presented to: Asia Pacific Educational Research Association (APERA) Conference 2008, Singapore, 26 - 28 November 2008.
4. Feng, Y. (2007) Are the voices of students heard: a case study of the impact of parental and school expectations on the emotional well-being of students in China. Paper presented to: British Educational Research Association New Researchers/Student Conference (BERA), Institute of Education, University of London, 5-8 September 2007.
5. Feng, Y. (2007) Insider perspectives on universities in China conducting international educational programmes: issues and suggestions. Paper presented to: International Seminar on Education and International Programmes, Shaoxing University, People's Republic of China, 8-10 May 2007.
6. Feng, Y. (2006) Listening to the voices of pupils: an alternative route to a balanced curriculum for junior middle schools in China. Paper presented to: Asia Pacific Educational Research Association (APERA) Conference, Hong Kong Institute of Education, Hong Kong, 28-30 November 2006.
7. Feng, Y. and Burnapp, D. (2011) Learning and international setting: Chinese academics learning experiences. In: Schröttner, B. and Hofer, C. (eds.) Looking at Learning = Blicke auf das Lernen. Munster: Waxmann.
8. Feng, Y., Burnapp, D. and Li, S. X. (2010) Vision and action: a case study of the impact of international collaborations in higher education on staff professional development in China. Paper presented to: British Educational Research Association (BERA) Annual Conference, University of Warwick, Warwick, 01 - 04 September 2010.
9. Feng, Y., Burnapp, D., Shen, G. and Zging, L. L. (2010) International collaborations in higher education and motivational change for professional development: Chinese academics' perspective. Paper presented to: European Conference on Educational Research (ECER) 2010: Education and Cultural Change, Helsinki, Finland, 23-27 August 2010.
10. Feng, Y., Burnapp, D. and Yang, J. D. (2010) The impact of international collaborations on English as a Foreign Language (EFL) teachers' professional development in higher education: Chinese academics' perspective. Paper presented to: Postgraduate Research Degree Student & Early Career Researcher Conference, University of Northampton, 01 July 2010.
11. Feng, Y. and Jament, J. (2008) Enhancing communication in classrooms in developing countries: improving teachers’ knowledge and changing attitudes towards special educational needs and inclusion. Paper presented to: Irish Association of Teachers in Special Education (IATSE), Dublin, 12 - 14 June 2008.

R

1. Rose, R. and Forlin, C. (2010) Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong. International Journal of Inclusive Education. 14(3), pp. 309-323. 1360-3116.