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The paper explores the adaptation experiences of East Asian masters students in the UK in dealing with western academic norms of critical thinking and debate. Through in-depth interviewing, students' perceptions of their learning experiences were explored, and stages in this adaptation process were identified, with various entry and exit routes. It was found that the majority of the students opt for a 'middle way' which synergizes their own cultural approach to critical thinking with those aspects of western-style critical thinking and debate that are culturally acceptable to them. [ABSTRACT FROM AUTHOR]