This chapter reports issues emerging from Su's 34 blog entries on QQ space (similar to Facebook), as well as three follow-up interviews and one repatriation interview, covering her motivation, attitudes, investment, adjustment, values and beliefs, reflection and growth.

Su

Su, a 40-year-old secondary school head teacher with a master's degree in geography, had previously worked in a big city in mainland China and had achieved considerable professional success. She had made several short-term overseas visits to South East Asian and North European countries before participating in the CICT programme in July 2013. After 45 days' pre-departure training, she arrived in the UK to start her one-year service in a city in the south of England. Su was working as a teaching assistant (TA) for the weekly Chinese classes in five Confucius classrooms and was responsible for culture promotion activities in another 17 local schools. She shared a flat with another CICT, who was in her second year of service.

Research Procedures

I met Su through a survey project I had undertaken for Hanban and the Chinese Embassy in the UK when she had just started her CICT post. I was looking for study participants for the present project and Su had kindly volunteered. At that time, along with three other CICTs, Su was encouraged either to continue or to start detailed diary-like blogs (including photos), to record experiences and reflections on their daily activities, including work, intercultural encounters, excursions, research and socialisation (Berwick & Walley, 2000; Jackson, 2005, 2006a, 2006b, 2008a). I kept a close track on participants' entries and, as necessary, conducted supplementary interviews via telephone or Skype or QQ (which features an instant internet communication tool) on any questions arising from their accounts.