This Business of Internationalization: The Academic Experiences of 6 Asian MBA International Students at the University of Minnesota’s Carlson School of Management

Abstract

Conducted in the spring of 2000, this study looked at the academic experiences of 6 Asian international students at the University of Minnesota’s Carlson School of Management (CSOM). The research employed the case study methodology, with interviews, a classroom observation, and situational recall questionnaires as methods of data collection. The findings indicated culture shock, language barriers, and education shock as variables affecting the adjustment of these students, and are congruent with previous studies in this area. Students desired more preparation for academic expectations as well as the social environment before and during their studies at CSOM. They also asserted the need for increased international interest at CSOM.

Transnationalism, Leisure, and Chinese Graduate Students in the United States

“…Findings of other research suggested that the adjustment difficulties had certain negative consequences on the emotional well-being of students (e.g., Heggins & Jackson, 2003;Ong, 1989;Thorstensson, 2001;Wang, 2004;Wehrly, 1988). Feelings of stress, frustration, uneasiness, and embarrassment as well as homesickness, loneliness and clinical depression were found to be pervasive among Asian students (Wang; Wehrly).…”

“…Adjustment is difficult for Asian international students since they must adapt to a foreign academic environment, language, and culture different from that of their home countries (Thorstensson, 2001). Wang (2004) indicated that Asian students' experience could be best described as a series of challenges that were inextricably linked to the use of English language.…”

A comparison of attitudes related to global citizenship between Korean- and US-educated Korean university students

“…In addition, exposure to on-campus diversity contributes to the development of pluralistic skills that reflect the highest stages of moral and intellectual development (Jayakumar, 2008). In the same vein, Asian students who have learned to interact with domestic students on a social level and have experienced American educational activities, such as mixers, culture nights, peer advising, and mentoring, at American universities have increased levels of international awareness and intercultural sensitivity (Thorstensson, 2001). Kang and Li (2009) also found that as Korean campuses become ethnically diverse due to an increased influx of foreign students and their cultures, domestic students have tended to be more positively aware of multicultural issues.…”

“…Relevant comparative studies suggest that open, tolerant, cosmopolitan, and internationalized campus environments provide a unique social forum to enhance both international and domestic students' understanding and appreciation of the richness of other cultures (Leask, 2009;Parsons, 2010;Thorstensson, 2001;Volet & Ang, 1998). In addition, exposure to on-campus diversity contributes to the development of pluralistic skills that reflect the highest stages of moral and intellectual development (Jayakumar, 2008).…”

A Case Study of Emerging Challenges and Reflections on Internationalization of Higher Education

“…Internationalization should be considered as a journey, process or set of means, rather than the ultimate goal. Actually, some local students are not keen to interact with international students due to language, cultural or perceptual barriers (Thorstensson, 2001;Pritchard & Skinner, 2002;Bakalis & Joiner, 2004;Yen & Stevens, 2004). Finally, similar international curriculum adopted erodes the local autonomy and identity, and makes foreign curriculum stands a better chance to succeed.…”