Qualitative Study on Chinese Students’ Perception of U.S. University Life

Tang, Xiaokang; Collier, Daniel; Witt, Allison

doi:10.32674/jis.v8i1.158

Cited by 22 publications

(28 citation statements)

References 34 publications

(52 reference statements)

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“…In this article, we report a study that addressed this gap in the literature, by focusing on understanding the experiences of five Chinese students pursuing a coursework-based Master of Education (MEd) degree in an English-medium university in Hong Kong SAR, as they constructed their research design for their graduation project, in a process marked with challenges and shaped by various influences. Given the rapid growth of coursework master’s programs around the world in recent decades (Clarke & Lunt, 2014), and the large enrollments of Chinese international students in English-medium universities across the globe (He & Hutson, 2018; Tang et al, 2018; Xing & Bolden, 2019), our research is likely to have broad implications.…”

Section: Introductionmentioning

confidence: 99%

Learning to Design Research: Students’ Agency and Experiences in a Master of Education Program in Hong Kong

Yang

Zhou

et al. 2020

ECNU Review of Education

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Purpose: Learning to do research has been understudied in the context of professional development in postgraduate programs. This exploratory study investigated the agency and experiences of five Chinese students who learned to design their research project in a Master of Education program at an English-medium university in Hong Kong SAR. Design/Approach/Methods: We obtained the data from semi-structured interviews and documents to establish data triangulation. Findings: The findings revealed that (1) the students’ agency in research design and proposal writing was associated with their personal/professional backgrounds, (2) their English proficiency affected their agency in the proposal writing, (3) the supervisors’ feedback would stimulate students’ agency in changing/refining their research design, and (4) ineffective supervision and learning resources would impede students’ achievement of agency on their way to creating a robust research design. Originality/Value: This study adds empirical evidence to the field of research training through the lens of learner agency. It demonstrates the applicability of using the ecological framework of agency in theoretically interpreting the contextual facilitators and constraints in making postgraduate students active agents.

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Section: Introductionmentioning

confidence: 99%

Learning to Design Research: Students’ Agency and Experiences in a Master of Education Program in Hong Kong

Yang

Zhou

et al. 2020

ECNU Review of Education

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“…How students engage with their studies has become an interesting area of research in recent times (Chrystal & Mwangi, 2016;García, Garza & Yeaton-Hromada, 2019;Tang, Collier & Witt, 2018). Therefore, research into student engagement and factors supporting or hampering the learning outcomes of students or what encourages passive learning is required to guide the curriculum development and teaching practices (Nind & Lewthwaite 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Of course, student development is an all-embracing concept that involves research focusing on students from recruitment to placement (Machado et al, 2011). Also, Students' conceptions of teaching and assessment have been shown to relate significantly to academic performance (Flores et al, 2019;Tang, Collier & Witt, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…In the current study, an ethnographic approach is preferred that enables the identification, observation and interview of 45 international postgraduate students (from 12 countries outside the European region) from three UK business schools. The rationale for focusing on international students is that despite the growing numbers of international students into Australia, Canada, UK and the US, studies focusing on foreign students are limited (Courtois & Veiga 2019;García, Garza & Yeaton-Hromada, 2019;Tang, Collier & Witt, 2018;Chrystal & Mwangi, 2016). More so, the shifts in funding and a worldwide trend towards 'marketizing' higher education have led to a new emphasis on the quality of students' experience (Staddon & Standish, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Responsible education: what engages international postgraduate students – evidence from UK

Igwe

Rahman

Ohalehi

et al. 2020

JGR

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Purpose Responsive educational approaches focus on a set of well-designed practices intended to create engaging, social cohesion, better knowledge outcomes and excellent students’ experience. Therefore, this paper aims to engage in the discourse of the intersection of psych-sociology of learning and student’s engagement, connected to the sense of belonging and theory of planned behaviour (TPB). Design/methodology/approach By applying an ethnographic approach and interviews of 45 international students from three UK business schools, it proposes that a sense of “belongingness” is a prerequisite for learning, personal and professional development. Owing to the exploratory nature of the subject, the use of qualitative methodology turned out to be particularly useful. Indeed, the conduct of in-depth semi-structured interviews, participative observation enabled us to access perceptions of students and compare different points of view. Findings The findings indicate that international students measure their experience by “sense of belonging”, integration and engagement on many interrelated and influential factors. English proficiency and employability skills are the major concerns. The kinds of support they received from their faculties and the quality of feedback from tutors are important for international studies integration and sense of belonging. Originality/value The findings of the critical elements of the engagement and experience of international students have both policy and practical implications given the high demand for UK universities by foreign students. Although, this paper is based on findings from UK higher education institutions, the insights are of relevance to many countries such as Australia, Canada, Germany, France and the USA, who have a significant proportion of overseas students.

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“…In university life, students share a lot with their friends not only in school but also in their private life. Sharing the same environments with students from different cultures of different regions is one of the biggest difficulties of university life in the first stage (Tang et al, 2018). Rose-Redwood (2013) stated that university students from groups within themselves.…”

Section: Introductionmentioning

confidence: 99%

Exposure to Emotional Violence: Relationship between University Students according to their Demographic Characteristics

Eskici

Tinkir

2019

Pedagogical Research

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The aim of this study is to determine the level of exposure to emotional violence of university students. In addition, it was also tried to identify the relationship between the emotional violence exposure level and the variables of university students' age, gender, whether they get psychological support before and after the university or not, and the school they attend. This research is a survey model research using quantitative data. The participants of this study are 701 (415 females and 286 males) university students who are studying in various departments in the academic year 2017-2018. The data of the study were collected with the "Emotional Violence Scale" developed within the scope of the research. SPSS 17 was used to analyze the quantitative data obtained. In order to analyze the data, Arithmetic Mean, Standard Deviation, t-Test, and One-Way Analysis of Variance (ANOVA) were used. According to the results of the analysis, it was found that the level of exposure to emotional violence of university students was low. In addition, it was concluded that male students' exposure to emotional violence was significantly higher than that of female students. It is also concluded that the students who have been exposed to emotional violence have significant differences according to the variables; age, gender, whether they get psychological support before and after the university or not.

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Qualitative Study on Chinese Students’ Perception of U.S. University Life

Cited by 22 publications

References 34 publications

Learning to Design Research: Students’ Agency and Experiences in a Master of Education Program in Hong Kong

Learning to Design Research: Students’ Agency and Experiences in a Master of Education Program in Hong Kong

Responsible education: what engages international postgraduate students – evidence from UK

Exposure to Emotional Violence: Relationship between University Students according to their Demographic Characteristics

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