Chinese Doctoral Students’ Perceptions of Their University Instructors in the United States

Abstract

This study examines Chinese doctoral students' perceptions regarding their U.S. university instructors' academic and interactive behaviors. The author interviewed ten Chinese doctoral students from two universities in the Midwest. Participants discussed their instructors' academic behaviors, including pedagogical knowledge, instruction, and engagement, and their interactive behaviors, including openness, availability, and respect for students. Participants compared instruction and teaching between U.S. universities and universities in China. In general, all ten participants were quite satisfied with instructors in U.S. universities. This study addresses implications for research, Chinese students and their U.S. instructors, and university administrators.

You Are Welcome Here: What Campus Resources Are Needed to Recruit, Retain, and Graduate International Students at Large Universities?

“…General globalization and internationalization of education have pushed students to study abroad (Altbach & Knight, 2007;Brooks & Waters, 2011;Gürüz, 2011). The decision to select a destination country or institution is generally influenced by a number of factors that drive international students to leave their home countries to pursue an education abroad (Banjong & Olson, 2016). When participants decide to go abroad for education, the prestige of a foreign diploma, finding a job easily in their home country, finding better educational opportunities, learning a foreign language, and the instrumentalization of higher education to go abroad are among the pulling factors at work, whereas personal development, personal and professional interests and the role of peer social capital constitute the pushing factors (Boyacı & Oz, 2019).…”