Download or read book The Experiences Perceptions and Challenges of Chinese International Students Enrolled in an International Dual Degree Program at a Small Private University in the Southeastern United States written by and published by . This book was released on 2021 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the growing number of Chinese international students, it is essential for Chinese and American dual degree partnerships to understand the dual degree programs' impact on Chinese international students, their acculturative needs, and their overall satisfaction with the program. The primary purpose of this bounded case study was to reveal the experiences, perceptions, and challenges that six Chinese international students faced while enrolled in a 2+2 dual degree program at a small private university in the southeastern U.S. Linked to the theoretical frameworks of Oberg's Culture Shock theory (1960) and Berry's (2006) Acculturative Stress Model, this study illuminated the understandings of acculturative challenges and culture shock faced by Chinese international students. Furthermore, insights into the findings contribute to the comprehension of the Chinese and American dual degree partnerships and how Chinese students acculturate into their new academic and social culture in American institutions.
Download or read book Experiences of Chinese Students in Higher Education in the Southeastern United States written by Darren Dean and published by . This book was released on 2021 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: As higher education leaders, it is vital to understand who is attending our schools and know how to provide the support they need. The number of Chinese international students studying abroad has increased by 600% over the last two decades. Higher education institution leaders need to understand this growing segment of their student population and meet their unique needs. Unfortunately, regional data is lacking concerning antecedent factors of acculturative stress for Chinese international students. The purpose of this narrative study was to understand Chinese international students' perceptions of the factors, if any, that may lead to acculturative stress while attending a four-year public university in the southeastern United States. The research question was, How do Chinese international students understand their cultural and academic experiences at a public, four-year university in the southeastern United States? This study was based on an interpretive paradigm study. This narrative inquiry population included three Chinese international students enrolled full-time at a public, four-year university in the southeastern United States. The key conclusions were (a) university interactions in the southeastern United States are largely positive, with a few exceptions; (b) cultural differences have a powerful influence on Chinese international students' acculturative experiences in the southeastern United States; (c) current political and social conditions in the United States are causing heightened stress among Chinese international students; and (d) language challenges are the single greatest stressor for Chinese international students in the southeastern United States.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Lived Experience of Chinese International Students in the U S written by Yalun Zhou and published by Springer Nature. This book was released on 2020-12-21 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book marks a departure from traditional assumptions concerning the deficiencies of Chinese international students in terms of learning and adapting. It employs phenomenological narrative inquiry and a small culture approach to investigate the evolved, fluid experience of pursuing a graduate degree in the U.S. at Blue Fountain University (a pseudonym for a mid-western university). Adopting an interdisciplinary perspective, this book addresses two fundamental questions: What study abroad is and what study abroad counts? The sociocultural dimensions that shape the cross-border degree seeking endeavors inform stakeholders what works for Chinese international students’ successful pursuits as EFL learners and ESL users and what could be improved. This book shares thoughts on the implications and impact of educational contexts to stakeholders at normal and dynamic contexts interrupted by global pandemic outbreak. It contributes to the understanding of the internationalization of the host institute and the EFL education reform efforts (policy making, teacher education, and classroom practice) in China (and in Asia at large).
Download or read book Academic Experiences of International Students in Chinese Higher Education written by Mei Tian and published by Routledge. This book was released on 2020-02-20 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since China proposed its “Belt and Road Initiative” in 2013 to boost its influence on international affairs and “cultivate international contacts who are friendly toward China”, the number of foreign students in China has surge exponentially. Yet global political changes have added tensions and challenges to the education of international students. This book is one of the first works to discuss the educational experiences of international students in China. Using survey research and qualitative studies to study participants in degree-bearing and language programmes at regular universities and Sino-foreign universities located in different parts of the country, the book covers a variety of topics across education, including international students’ intercultural experience, teacher–student classroom interaction, learning and teaching Chinese as a foreign language, academic adaptation and identity formation in higher educational contexts. This book is essential for researchers, practitioners and policy-makers of international student education in China. It can also benefit prospective international students considering pursuing higher education in China.
Download or read book International Students in China written by Fred Dervin and published by Springer. This book was released on 2018-07-09 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the number of international students in Chinese higher education increases steadily, this volume is one of the first to focus on their many and varied experiences. With contributions focusing on such topics as intercultural adaptation, soft power and interculturality, language learning strategies and the intercultural, and transformations in perspective, this volume provides the reader with a broad overview of the latest advances in the field of interculturality and study abroad. While the book will appeal to a global audience of researchers, practitioners and students with an interest in Chinese higher education, it will also be of interest to all those who remain intrigued by conceptual and methodological issues of interculturality.
Download or read book Chinese International Students Narratives of Their Experiences in a Graduate Pathway Program written by Lu Norstrand and published by . This book was released on 2020 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because of the tremendous growth of Chinese international students’ enrollment in American higher education and the rapid rise and development of Pathway programs in American universities, I determined the main purpose of this research was to determine the experiences of three Chinese international students in a Graduate Pathway program at a public four-year university in the Southeastern U.S. Three research questions were addressed:1. How do three Chinese international students describe their academic experiences in a Graduate Pathway program in the U.S.?2. How do these students describe differences in their learning experiences between the U.S. and China?3. How do these students describe their co-curricular experiences in a Graduate Pathway program in the U.S.?To better understand the experiences and challenges of international students, I conducted a qualitative exploratory study to examine the experiences of three Chinese international students, using narrative representations of those experiences.I collected data through in-depth interviews. I used reflexive thematic analysis to analyze the data. I identified eight broad themes in this study: accomplishment, resources, instructional style, ambitions, lifestyle, social interactions, institutional support, and culture shock. Across these themes, students’ stories revealed their thoughts, beliefs, comprehensions, and factors motivating them to face challenges. In my representation of their narratives, I intertwined my personal recollections as a Chinese international student, illustrating shared commonalities and differences. Leadership, faculty, and staff at universities and language training institutes must understand how Chinese international students experience academic learning and co-curricular experiences in the U.S., what challenges they face, and what supports are needed from universities and language training institutes for them to achieve academic success. The Chinese international students participating in this study recommended changes to the Graduate Pathway program: (a) improve academic training quality, (b) provide daily language training, and (c) promote student services support. Their recommendations informed the implications of the study both for improving practice in the Graduate Pathway program and for potential future research related to Undergraduate Pathway programs and increased online learning.
Download or read book Exploring the Opportunities and Challenges of International Students written by Michael Allison and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exploring the Opportunities and Challenges of International Students opens with a focus on Taiwanese international students by defining the Taiwanese within historical and political context, providing an overview of the trends in studying abroad, as well as a literature review on Taiwanese international students' adjustment process. Following this, the authors present an argument for integrating psychological, social and academic perspectives, highlighting the interrelation between these domains in empirical data collected using a new, integrated measure of students' academic, social and psychological adjustment. Using a multi-university sample, the subsequent chapter presents a study of how types of emotional support play a role in how young Chinese international students' experience academic stresses. In the penultimate study, in order to investigate students' expectations and experiences when studying abroad, a group of outbound exchange students at Umeå University, Sweden, were surveyed before and after the experience of studying in a foreign country. In the concluding paper, the authors examine the challenges faced by international students in integrating into computer science programs at various institutions, identifying differences in student and faculty perceptions.
Download or read book Advising International Chinese Students Issues Strategies and Practices written by Elena Galinova & Irma Giannetti and published by NACADA. This book was released on 2014-10-01 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: Like all of higher education, the academic advising field has expanded beyond North America in the last two decades. Thus, the first offering chosen for the new NACADA Digest Collection educates academic advisors on the issues faced by students coming from China to the United States in pursuit of their college educations. Advising International Chinese Students: Issues, Strategies, and Practices informs and helps academic advisors to better connect specifically with the largest incoming cohort, from China, but the general suggestions also apply to all international students. NACADA introduces this new publication venue in traditional print, EPub, and E-Mobi platforms thus making important literature in the field easily and quickly accessible to 21st century advisors. www.nacada.ksu.edu
Download or read book Exploring Chinese International Students Perceptions of Their Experience in an Intensive English Program at a US Midwestern University written by Yishi Long and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book International Student Security written by Simon Marginson and published by Cambridge University Press. This book was released on 2010-05-10 with total page 528 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than three million students globally are on the move each year, crossing borders for their tertiary education. Many travel from Asia and Africa to English speaking countries, led by the United States, including the UK, Australia and New Zealand where students pay tuition fees at commercial rates and prop up an education export sector that has become lucrative for the provider nations. But the 'no frills' commercial form of tertiary education, designed to minimise costs and maximise revenues, leaves many international students inadequately protected and less than satisfied. International Student Security draws on a close study of international students in Australia, and exposes opportunity, difficulty, danger and courage on a massive scale in the global student market. It works through many unresolved issues confronting students and their families, including personal safety, language proficiency, finances, sub-standard housing, loneliness and racism.
Download or read book Reassessing the Cultural Distance Between China and the United States as Perceived by Students from the Sino American 1 2 1 Dual Degree Program written by Cynthia Letts and published by . This book was released on 2012 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: "As a result of the exponential growth of international commerce and academic exchange between Mainland China and the United States, this thesis examines the present-day validity of those Chinese and American cultural characteristics, such as practices and values, historically understood as defining cultural differences. Using Babiker's Cultural Distance Index (Babiker, Cox, & Miller, 1980) questionnaire (an institutionally established instrument since 1980), 45 Mainland Chinese student-sojourners conveyed their perceptions of cultural differences found in daily living. Chinese participants identified many cultural attributes that still affect the migrant's perceptions of difference. These attributes are language, food, education costs, and leisure activities. Participants found the CDI attributes, climate, modernity, elder esteem, and social dating conventions, of no definable difference between cultures. Participants also identified new cultural attributes pertinent to present-day comparisons of China and the United States. These are lifestyle, the significance of education, transportation, sexuality, and politics. The outcome of a follow-up, open-ended questionnaire elaborated these findings. The thesis discusses returnees' perceptions and attitudes of cultural differences as established in the Cultural Distance Index and how present-day changes in cultural relations require a modified instrument for measuring distance. Also addressed are other issues related to the difficulty of measuring cultural distance today such as changes in migrant student's perception and identification of its own culture after studying abroad--understood as transculturation. The study concludes with suggested areas of focus for future development in intercultural competency within the context of Sino-American student exchange"--Document.
Download or read book Lost Or Found written by Jianyang Mei and published by . This book was released on 2019 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, the number of Chinese international undergraduate students sharply increased in higher education institutions in the U.S. Meanwhile, this student population experiences challenges in their transition in U.S. colleges, and academic probation is one challenge that Chinese international undergraduate students have. Being on academic probation has negative impacts on students' persistence and retention rates and 4,5,6-year graduation rates, and the increasing number and percentage of Chinese international students also bring challenges to U.S. higher education institutions. To explore the reasons for being on academic probation of Chinese international undergraduate students, this research studied the experiences of the first-year Chinese international undergraduate students who are on academic probation after their first semester in a Research I public university. This mix-method study collected data of students' educational records, survey, and interview, in order to explore the trends among first-year Chinese international undergraduate students who are on academic probation after their first semester, the correlations between their TOEFL, SAT, ACT scores and first semester GPAs, their academic performance in each course they enrolled in their first semester, and how those students perceived and made sense of being on academic probation. The data analysis demonstrated that the most reasons for being on academic probation after their first semester are in socio-emotional engagement, not in academic proficiency. The top 2 main reasons for being on academic probation identified by interviewees are not taking their study seriously and not studying (hard). Different from many studies about (Chinese) international students, the language barrier was not identified as one top reason for being on academic probation by survey respondents and interviewees. The main finding of this study is the goal of participants was to get an admission letter from a U.S. college. Participants actually only prepared for the study abroad tests, such as TOEFL, SAT, and ACT, and did not prepare for knowledge, skills, and abilities that are essential to survive and thrive in the academic learning at U.S. colleges. This study also found being on academic probation is actually an issue caused by the study abroad craze that driven by policy and capital, and it needs the effort and input from Chinese international students, Chinese parents, and U.S. higher education institutions in order to solve this problem. Therefore, this study provided recommendations to Chinese international students and Chinese parents, as well as faculty, staff, and administrators in U.S. colleges at the individual level, institutional level, and policy level, in order to support the academic learning and transition of Chinese international undergraduate students.
Download or read book Chinese International Students Perceptions of Their Intercultural Adaptability written by Wei Gu and published by . This book was released on 2016 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of students studying in a country other than their own has dramatically increased in recent years. In 2010, over 3.7 million students studied abroad; in 2014, the number had grown to over 4.5 million students. Asian countries are the predominant places of origin. When students live and study in a new country, in addition to studying, they must adjust to a culture different than their own. This adjustment is described as intercultural adaptability, conceptualized in terms of efforts to improve satisfaction without stress and enhance well-being of immigrants and sojourners. Chinese international students suffer greater stress and anxiety than other international students due to cultural differences between China and the United States (U.S.). The purpose of this study was to examine Chinese international graduate students’ perceptions of their personal intercultural adaptability, as well as effective strategies they have chosen to enhance their intercultural adjustment. This phenomenological study was designed to examine 15 Chinese international graduate students’ perceptions about their intercultural adaptability through in-depth interviews about their academic and daily lives. Four themes were found in the data: (1) I’m on an Exciting Adventure; (2) Oops, I Guess I Need to Adjust to the U.S. Environment; (3) I’m Going to Succeed, No Matter What; and (4) Fate. Findings indicated that students encountered stark differences in their perceptions of life in the U.S. compared to China in both their academic life and daily living. The academic challenges they encountered concerned independent learning. They also faced intercultural adaptation to U.S. daily living, such as shopping difficulties and no transportation. The concepts of fate and friendship had significant impacts on scrambling to cope with their new U.S. academic, social, and daily lives.
Download or read book Exploring the Cross cultural Experiences of Chinese International Students in the United States and Their Perceptions of Professional Counseling Services in the Context of Acculturation written by Fengkan Zhu and published by . This book was released on 2019 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic institutions in the United States (U.S.) have witnessed a rapid growth of the population of international students from China in the past decade (Institute of International Education, 2017). As sojourners, Chinese international students can experience numerous acculturative stress in the U.S., which may cause psychological distress (Han, Han, Luo, Jacobs, & Jean-Baptiste, 2013; Mori, 2000; Pedersen, 1997). However, there is a significant disparity in mental health care for this population at American universities (N. Zhang & Dixon, 2003; Robertson, Holleran, & Samuels, 2015). Most existing studies in this field were quantitative studies. However, quantitative method has its own limitations in investigating the essence and meanings of subjective experiences of individuals. Therefore, the purpose of this qualitative study was to investigate Chinese international students' acculturative experiences in the U.S. and to present their coping strategies of acculturative stress. This study also investigated co-researchers' perceptions of counseling services on campus and their experiences with the services if they had used them. Specifically, this study used two rounds in-depth semi-structured individual interviews to collect data and applied the transcendental phenomenology (Moustakas, 1994) in data analysis. Textual descriptions were developed to describe what co-researchers experienced in acculturation in the U.S. as well as their perceptions of counseling and experiences in counseling. In addition, structural descriptions were developed to explain how these experiences and perceptions were formed. Finally, a synthesis description was created, representing the group as a whole, to describe the meanings and essence of these co-researchers' acculturation experience in the U.S., their perceptions of counseling services, and their experiences in counseling. The findings of this study are congruent with previous research and have implications for clinical practice and further research with Chinese international students in the U.S.
Download or read book The Impact International Student Diversity Has on the Academic and Social Experiences of Chinese International Graduate Students written by Jeremy Robert Walter and published by . This book was released on 2019 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: "China is one of the world's largest sources of international students. Recruitment efforts at American universities show that China continues to be targeted by admissions and international enrollment management teams. By prioritizing Chinese nationals, a lack of international student diversity on university campuses in the United States results. The purpose of this qualitative study was threefold: to examine international student diversity at Northeastern University-Seattle; to gain an understanding of the academic and social experiences of Chinese international graduate students; to determine if and how international student diversity impacts the academic and social experiences of this population. This phenomenological qualitative study involved interviews with six Chinese international students to understand their academic and social experiences and the role diversity played in those experiences. The results suggested that Chinese international students at Northeastern University-Seattle 1) believe that diversity exists on campus, 2) find communicating in English to be a constant challenge in academic and social environments, and 3) are satisfied with the accessibility/approachability of faculty and advisors. The findings revealed that international student diversity does not influence the academic and social experiences of Chinese international students, but language diversity does. These findings can benefit administrators, faculty, staff, and advisors who work closely with this population, as well as recruitment and international enrollment management teams who recruit Chinese international students"--Author's abstract.
Download or read book Chinese International Students Sense of Belonging During COVID 19 Pandemic written by Jiangxia Luo and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the widespread COVID-19 pandemic in early 2020, higher educational institutions in the United States had to close their campuses and switched to online courses. The sudden change dramatically decreased Chinese international students’ opportunities to personally meet faculty, staff, and peers and decreased their social connectedness to the institutions. At this critical turning point, research was necessary to form a better understanding of Chinese international students’ sense of belonging to their institutions during the COVID-19 pandemic. The purpose of this study was to explore Chinese international students’ perceptions and experiences regarding sense of belonging before and during the widespread COVID-19 pandemic in the United States. After interviewing 15 Chinese international students from U.S. higher educational institutions, I found Chinese international students had sense of belonging to the university when they were involved in activities, games and events and when they were supported by the university. I also found Chinese international students reported an increase in sense of belonging with the transition from online courses during the COVID-19 to traditional on-site instructions.
