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Understanding the College Experience of Chinese Undergraduate Students in an International Dual Degree Program.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Understanding the College Experience of Chinese Undergraduate Students in an International Dual Degree Program./
Author:	Wang, Meng.
Description:	1 online resource (157 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355393866

Understanding the College Experience of Chinese Undergraduate Students in an International Dual Degree Program.
Wang, Meng.

Understanding the College Experience of Chinese Undergraduate Students in an International Dual Degree Program. - 1 online resource (157 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--Oklahoma State University, 2017.

Includes bibliographical references

This qualitative case study explores undergraduate Chinese students' college experience in an international dual degree program. The study was conducted in an urban comprehensive research institution. Participants included three students from an international dual degree program. Data sources included semi-structured interviews, a personal reflection paper, and the researcher's field notes. The data analysis followed Yin's (2014) cross-case study analysis and Patton's (2012) inductive analysis steps. The findings of the study confirm and extend the literature and theoretical framework of Tinto's retention model and Kim's cross-cultural adaptation model. The findings include shixiong/shijie and the international partnership as the unique sources of support in the international dual degree program; Chinese students had a self-motivated positive academic experience while their social integration was limited because of the language barriers, the intercultural communication challenges, and housing arrangements. The study concludes with implications for U.S. institutions and Chinese undergraduate students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355393866Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Understanding the College Experience of Chinese Undergraduate Students in an International Dual Degree Program.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
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502 $a Thesis (Ph.D.)--Oklahoma State University, 2017.
504 $a Includes bibliographical references
520 $a This qualitative case study explores undergraduate Chinese students' college experience in an international dual degree program. The study was conducted in an urban comprehensive research institution. Participants included three students from an international dual degree program. Data sources included semi-structured interviews, a personal reflection paper, and the researcher's field notes. The data analysis followed Yin's (2014) cross-case study analysis and Patton's (2012) inductive analysis steps. The findings of the study confirm and extend the literature and theoretical framework of Tinto's retention model and Kim's cross-cultural adaptation model. The findings include shixiong/shijie and the international partnership as the unique sources of support in the international dual degree program; Chinese students had a self-motivated positive academic experience while their social integration was limited because of the language barriers, the intercultural communication challenges, and housing arrangements. The study concludes with implications for U.S. institutions and Chinese undergraduate students.
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