Challenges and achievements in student learning experiences in a business school’s at-home internationalization programs in China

Abstract

Purpose The purpose of this ontologically qualitative research study was to (a) explore student narratives regarding their educational experiences in at-home internationalization programs; (b) provide an in-depth narrative analysis of student learning challenges and achievements; and (c) add valuable research-based knowledge of student-described experiences for use by program administrators. Design/methodology/approach Participants were selected with a form of four-stage non-proportional stratified sampling. 29 participants were interviewed using a basic demographic questionnaire and an episodic interview protocol. Data were analyzed in QSR NVivo software through open, axial, and selective coding stages under the framework of grounded theory. Findings The findings focus on student-identified links between the challenges they encountered and their achievements. In addition, student performance level and gender were associated with the challenges and achievements reported by students. In understanding the results, the student-learning concepts found in the learned optimism, growth mindset, grit and expectancy theory approaches provide potentially fruitful insights. Originality/value The findings of this research have instructive implications for program administrators regarding how student challenges can be strategically chosen and shaped to generate specific, positive student achievements.

An analysis of business students’ stressors and their coping strategies in the post-pandemic era

“…Most students are found anxious due to the long working hours; consequently, they cannot find sufficient time to complete the assigned tasks on time. The same factor has been reported by Langtree et al ( 2018 ), where academic workload contributes significantly to generating stress among students and is a major challenge for undergraduate business students in Chinese universities (Tang et al 2020 ). Therefore, it is suggested that concerned educational authorities set policies that do not exceed students’ academic load and they should be given adequate time to complete tasks.…”

“…As a result of their positive attitudes and behaviors, students can easily achieve their learning objectives (Luthans et al 2012 ). Unfortunately, many studies report that academic pressure might negatively influence some students’ mental health and cause stress and depression in the university environment (Rehmani et al 2018 ; Tang et al 2020 ). Such depressed conditions among students often adversely affect their academic achievement and satisfaction (Mirhosseini et al 2020 ).…”

“The Best Thing Was to Realize that I Am Not a Nobody. I Am Meaningful.” Students’ Perceptions of a Strengths-Based Approach to Guidance

“…For example, in Tang et al's (2021) study, students learned to see the connection between the challenges they had encountered and their effort and successes. This also refers to the concept of learned optimism (Seligman, 1991), that students learn to believe that they can conquer challenges and achieve what they want to achieve.…”