Embedded culture and intercultural adaptation: implications for managing the needs of Chinese Students

Abstract

Students who travel abroad for study bring with them a wealth of cultural resources and expectations that influence their ability to adapt and acculturate into their new environment. While the ability to fit into their new context is a largely personal endeavour, for students from Confucian heritage societies, the cultural expectations of family can have a significant impact on these students. Building on research into the influence of culture and parents on the decision to study abroad, this paper highlights the need for and benefits of developing internationalisation policy and management procedures that reflect and support an understanding of the embedded cultural needs and expectations of Chinese students and their families. This paper offers theoretical insight into the situations of the people involved, practical suggestions for higher education administrators wanting to develop a more effective internationalisation policy and meaningful intercultural strategies and support for international students.

Debating the Capabilities of “Chinese Students” for Thinking Critically in Anglophone Universities

“…Yan and Berliner report that international students from China believe that "good grades bring a feeling of self-esteem and self-worth" [82] (p. 179), and attach little value to good critical thinking capabilities. Bodycott observes that for these students critical thinking does not guarantee a good grade and as such is considered a "distraction" [83] (p. 358).…”

Learning Computer Science

“…Many Chinese students have weak English language skills that lead to communication problems with teachers and tutors [Chamberlain and Hope 2003]. Research continues to show that Chinese students are reluctant to ask questions in class due to their learning culture that draws on Confucian heritage [Bodycott 2012;Hellstén and Prescott 2004]. Additionally, a strong motivation to achieve academic success leads to study pressure for students [Wenli 2011].…”

Academic engagement of international students at community colleges: a culturally sensitive measurement model

“…Nora (1993) viewed academic engagement as mostly interactions with faculty, academic staff, and peers. Discussions of academic engagement and its role in student success are often dominated by a focus on interactive and collaborative learning and engagement of students with faculty in the contexts of both 4-year institutions (Andrade, 2008;Bodycott, 2012;Burkholder, 2014;Kuh, 2009a;Zhao et al, 2005) and community colleges (Barbatis, 2010;Mamiseishvili, 2012;McClenney, 2006McClenney, , 2007Sallie, 2008).…”