Academic Challenges for Chinese Transfer Students in Engineering

Autor/inn/en	O'Connell, Robert M.; Resuli, Nuerzati
Titel	Academic Challenges for Chinese Transfer Students in Engineering
Quelle	In: Journal of International Students, 10 (2020) 2, S.466-482 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Barriers; College Transfer Students; Teacher Student Relationship; Peer Relationship; Asians; Engineering Education; English (Second Language); Second Language Learning; Student Adjustment; Cultural Differences; Academic Achievement; Foreign Students; College Credits; Course Descriptions; Power Structure; Risk; Difficulty Level; Classroom Communication; Groups; Student Attitudes + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Asian; Asiat; Asiatin; Asiaten; Asiate; Ingenieurausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Kultureller Unterschied; Schulleistung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Kursstrukturplan; Risiko; Schwierigkeitsgrad; Klassengespräch; Schülerverhalten
Abstract	This article describes a research study determining the most significant academic challenges experienced by Chinese transfer students in engineering at an American university. The survey-based study examined eight areas where transfer students may have academic difficulty and determined that the most significant of those concern transfer credit issues, student-instructor and student-student language difficulties, and classroom culture differences. The cultural differences, related to course syllabi, classroom discussion and group work, and frequency of assignments and exams, are partially explained in terms of a theoretical framework based on Hofstede's power distance and risk avoidance elements. Recommendations are made of ways to ease these challenges and make the intercultural experience richer for both the transfer students and their American hosts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01