Global Learners -- Local Adjustments: Examining the Impact of Culture and Education Backgrounds on Academic Readiness, Adaptation and Success of a Cohort of Chinese MBA Students [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (67th, Myrtle Beach, SC, Sep 30-Oct 2, 2018).

Autor/inn/en	Guilbaud, Patrick; Hamed, Duha
Titel	Global Learners -- Local Adjustments: Examining the Impact of Culture and Education Backgrounds on Academic Readiness, Adaptation and Success of a Cohort of Chinese MBA Students [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (67th, Myrtle Beach, SC, Sep 30-Oct 2, 2018).
Quelle	(2018), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Background; Masters Programs; Business Administration Education; State Universities; Foreign Students; Study Abroad; Intervention; Resilience (Psychology); Student Adjustment; Acculturation; Academic Achievement; Foreign Countries; Cultural Awareness; Asians; Educational Experience; Program Descriptions; Age Differences + Suchen Sie Ihr Suchwort? Vorbildung; Magister course; Magisterstudiengang; Staatliche Universität; Studies abroad; Auslandsstudium; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Akkulturation; Schulleistung; Ausland; Cultural identity; Kulturelle Identität; Asian; Asiat; Asiatin; Asiaten; Asiate; Bildungserfahrung; Age; Difference; Age difference; Altersunterschied
Abstract	Adult global learners (AGLs), particularly those with limited knowledge or understanding of American culture, often have a difficult time transitioning and adjusting to academic life in the US. As a result, Higher Education Institutions (HEI) that wish to increase their level of AGLs must take proactive steps to help those students adjust and adapt to academic life in the US. In paper, we report the results of a study conducted to determine the impact of focused interventions in facilitating adaptation and resilience of a cohort of 28 Chinese MBA AGLs at Master's Comprehensive Public University in the Southeastern region of the US. The AGLs were middle and senior managers from the city of Liuzhou, China. Targeted interventions by the HEI were made to help the Liuzhou AGLs adapt to the rigors, challenge and demands both academically and socially of completing their degree at the University. Preliminary results show that a few key factors influence the academic performance, cultural adaptation, and educational experience of the Liuzhou AGLs. Moreover, the data shows the Liuzhou AGLs have benefited from the tailored intervention program that was implemented by the University to help them gain the most out of their time living and studying in the US. [For the full proceedings, see ED597456.] (As Provided).
Anmerkungen	Commission for International Adult Education. Available from: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: https://www.aaace.org/page/CIAE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01