The academic and personal experiences of Mainland Chinese students enrolled in a Canadian Master of Education Program
Notice bibliographique
Résumé
Purpose The 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/approach Assuming 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. Findings Students 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/implications This 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 implications Approximately, 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/value There 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.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».