Challenges and Achievements in Student Learning Experiences in a Business School's At-Home Internationalization Programs in China

Autor/inn/en	Tang, Huili; Hite, Steven J.; Hite, Julie M.; Boren, David McKay; Randall, E. Vance
Titel	Challenges and Achievements in Student Learning Experiences in a Business School's At-Home Internationalization Programs in China
Quelle	In: Journal of International Education in Business, 14 (2021) 2, S.259-296 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-469X
DOI	10.1108/JIEB-04-2020-0026
Schlagwörter	International Education; Business Administration Education; Grounded Theory; Barriers; Student Attitudes; Educational Experience; Academic Achievement; Learning Processes; Correlation; Gender Differences; Positive Attitudes; Resilience (Psychology); Educational Strategies; Undergraduate Students; Foreign Countries; Business Schools; Global Approach; English (Second Language); Language of Instruction; China + Suchen Sie Ihr Suchwort? Internationale Erziehung; Schülerverhalten; Bildungserfahrung; Schulleistung; Learning process; Lernprozess; Korrelation; Geschlechterkonflikt; Lehrstrategie; Ausland; Globales Denken; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache
Abstract	Purpose: The purpose of this ontologically qualitative research study was to: (1) explore student narratives regarding their educational experiences in at-home internationalization programs; (2) provide an in-depth narrative analysis of student learning challenges and achievements; and (3) add valuable research-based knowledge of student-described experiences for use by program administrators. Design/methodology/approach: Participants were selected with a form of four-stage non-proportional stratified sampling. 29 participants were interviewed using a basic demographic questionnaire and an episodic interview protocol. Data were analyzed in QSR NVivo software through open, axial, and selective coding stages under the framework of grounded theory. Findings: The findings focus on student-identified links between the challenges they encountered and their achievements. In addition, student performance level and gender were associated with the challenges and achievements reported by students. In understanding the results, the student-learning concepts found in the learned optimism, growth mindset, grit and expectancy theory approaches provide potentially fruitful insights. Originality/value: The findings of this research have instructive implications for program administrators regarding how student challenges can be strategically chosen and shaped to generate specific, positive student achievements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01