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The academic and personal experiences of Mainland Chinese students enrolled in a Canadian Master of Education Program

The academic and personal experiences of Mainland Chinese students enrolled in a Canadian Master... PurposeThe purpose of this paper is to communicate the positive and challenging aspects of a Master of Education program, as perceived by Chinese students at an Atlantic Canadian university.Design/methodology/approachAssuming a qualitative methodology, 21 Mainland Chinese students participated in individual, paired, and focus group semi-structured interviews. Interviews were member checked. Data were analyzed through content analysis. The findings are discussed using Deardorff’s (2006, 2009) concept of intercultural competence.FindingsStudents perceived the best features of their educational experience to be personable instructors, their enhanced English skills, and practical course-based experiences embedded in the program. The main challenges were social isolation, English language requirements and related assignments, and theoretical expectations of the program.Research limitations/implicationsThis study contains a somewhat small qualitative small sample size (i.e. 21 participants), therein, disabling any generalization of results. In other words, the data findings are unique and non-generalizable beyond the particular research case. However, transferability, which refers to the extent in which the results of an original study can be applied to similar people, contexts, or settings (Lincoln and Guba, 1985), may be applied to the findings if the reader deems the context of this study in alignment with his/her situation.Practical implicationsApproximately, 82 percent of Canadian universities rate internationalization as a top priority, supporting the need for research in this area. An implication of the study is that internationalization of higher education must be more than just the recruitment of international students. Universities have direct and fiduciaries responsibilities to support the academic needs, personal needs of their international students, as well as the intercultural competence of all students, instructors and staff.Originality/valueThere is a plethora of research documenting experiences of international students, in general, but such research is not directly transferrable to the Chinese student. The issues and problems encountered by Chinese international students are unique and should be addressed independently from international students. Moreover, a lot of the research that focuses on Chinese students enrolled in North American universities, predominantly, is conducted within the USA, and such research tends to spotlight the challenges only. In turn, the authors’ research addresses a specialized focus of the international Chinese student in Canada. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Comparative Education and Development Emerald Publishing

The academic and personal experiences of Mainland Chinese students enrolled in a Canadian Master of Education Program

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2396-7404
DOI
10.1108/IJCED-05-2017-0006
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to communicate the positive and challenging aspects of a Master of Education program, as perceived by Chinese students at an Atlantic Canadian university.Design/methodology/approachAssuming a qualitative methodology, 21 Mainland Chinese students participated in individual, paired, and focus group semi-structured interviews. Interviews were member checked. Data were analyzed through content analysis. The findings are discussed using Deardorff’s (2006, 2009) concept of intercultural competence.FindingsStudents perceived the best features of their educational experience to be personable instructors, their enhanced English skills, and practical course-based experiences embedded in the program. The main challenges were social isolation, English language requirements and related assignments, and theoretical expectations of the program.Research limitations/implicationsThis study contains a somewhat small qualitative small sample size (i.e. 21 participants), therein, disabling any generalization of results. In other words, the data findings are unique and non-generalizable beyond the particular research case. However, transferability, which refers to the extent in which the results of an original study can be applied to similar people, contexts, or settings (Lincoln and Guba, 1985), may be applied to the findings if the reader deems the context of this study in alignment with his/her situation.Practical implicationsApproximately, 82 percent of Canadian universities rate internationalization as a top priority, supporting the need for research in this area. An implication of the study is that internationalization of higher education must be more than just the recruitment of international students. Universities have direct and fiduciaries responsibilities to support the academic needs, personal needs of their international students, as well as the intercultural competence of all students, instructors and staff.Originality/valueThere is a plethora of research documenting experiences of international students, in general, but such research is not directly transferrable to the Chinese student. The issues and problems encountered by Chinese international students are unique and should be addressed independently from international students. Moreover, a lot of the research that focuses on Chinese students enrolled in North American universities, predominantly, is conducted within the USA, and such research tends to spotlight the challenges only. In turn, the authors’ research addresses a specialized focus of the international Chinese student in Canada.

Journal

International Journal of Comparative Education and Development – Emerald Publishing

Published: Nov 13, 2017

References

  • Presenting and evaluating qualitative research