scholarly journals The Impact of Cultural Values on Chinese Students in American Higher Education:

2016 ◽  
Author(s):  
Min Wang
Keyword(s):  
Higher Education ◽  
Cultural Values ◽  
Filial Piety ◽  
Culture Shock ◽  
Chinese Students ◽  
Negative Influence ◽  
Dropping Out ◽  
American Higher Education ◽  
Chinese Cultural Values ◽  
The Impact

Chinese students who pursue their higher education in America benefit from the high quality of education in this country, which includes a richness and diversity of subjects, facility of research resources, and high academic standards. At the same time, they are under pressure, which results from culture shock and includes fear of failing, the language barrier, lack of class participation, homesickness, and isolation from their host culture, resulting in mental problems such as depression, frustration, and students dropping out. This study reveals the negative influence of Chinese cultural values on these students in American higher education by making use of interviews, participant observations, and document analysis, which evidence Chinese students’ dependence on their family, the Confucian middle way, the concept of “mianzi,” and filial piety. These findings can help international administrators better understand how to assess and resolve the problems that Chinese students face, thereby minimizing cultural clash and the difficulties of acclimating to a new environment. By addressing these problems, American universities will be better able to accommodate the incoming multi-cultural students, the majority of whom are Chinese, and bridge the gap that separates them from their American counterparts in order to enhance the learning environment for all students.

Becoming Interculturally Adaptable

2020 ◽  
pp. 45-68
Author(s):  
Xiaofei Rao ◽  
Kristin Kew ◽  
Anita Hernández
Keyword(s):  
Higher Education ◽  
International Student ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Culture Shock ◽  
Chinese Students ◽  
Intercultural Experience ◽  
University Life ◽  
Intercultural Adaptation ◽  
Related Stress

The prevailing picture of intercultural adaptation among international student sojourners features a reified process of overcoming culture shock or culture-related stress and anxiety. In the context of increasing recruitment of Chinese students by German higher education institutions, there has been a growing interest in understanding Chinese students' intercultural adaptation experiences, and in exploring approaches that can be adopted by Chinese and German higher education to support these sojourners' learning experience. Drawing on a six-month mixed-methods study of 84 Chinese students attending German universities, researchers explored their intercultural experience regarding psychological, sociocultural, and educational aspects to university life. The challenges faced by these students are discussed in terms of psychological, sociocultural, and educational adaptations.

The impact of culture on Chinese employees' work values

2007 ◽  
Vol 36 (1) ◽  
pp. 128-144 ◽  
Author(s):  
Bih‐Shiaw Jaw ◽  
Ya‐Hui Ling ◽  
Christina Yu‐Ping Wang ◽  
Wen‐Ching Chang
Keyword(s):  
Cultural Values ◽  
Work Values ◽  
Future Research ◽  
Chinese Sample ◽  
Content Type ◽  
Chinese Values ◽  
Cultural Exposure ◽  
Starting Point ◽  
Chinese Cultural Values ◽  
The Impact

PurposeThe purpose of this article is to investigate the detailed relationships between Chinese cultural values (Confucian dynamism, individualism, masculinity, and power distance) and work values (self‐enhancement, contribution to society, rewards and stability, openness to change, and power and status) in an integrated model. Further attempts are also made to explain the above relationship in terms of different cultural exposure experiences.Design/methodology/approachThe sample was collected from China (selected from after‐work classes for Chinese businessmen in China) and Australia (overseas Chinese living or working in Sydney) by questionnaires. Altogether, 185 respondents took part in the study. SEM was used to test the relationship between Chinese cultural values and work values, and difference analysis was employed to test the impact of respondents' Western cultural exposure experiences.FindingsInteresting results are found concerning Chinese employees' cross‐cultural work values. The study not only confirms the impact of cultural values on work values, but also brings some new thoughts on Hoftstede's belief that instead of high masculinity and individualism, Confucian dynamism is the main cultural value to foster self‐enhancement and most work value of Chinese employees.Research limitations/implicationsBecause China is a complex country, the limited Chinese sample should not be taken as representative. The current study did not differentiate respondents' demographic differences. Hence some demographic variables may have produced some of the intergroup differences reported in this study.Practical implicationsThe findings provide useful input for managers who are seeking to develop effective working relationships with Chinese counterparts.Originality/valueThis paper enriches existing Chinese values studies and serves as a starting point for future research concerning the detailed relationship between Chinese cultural values and work values.

scholarly journals Changes in Hypertension-Related Knowledge and Behavior and Their Associations with Socioeconomic Status among Recently Urbanized Residents in China: 2013–2016

2018 ◽  
Vol 15 (8) ◽  
pp. 1701 ◽  
Author(s):  
Wenjie Zhang ◽  
Hongdao Meng ◽  
Shujuan Yang ◽  
Honglin Luo ◽  
Danping Liu
Keyword(s):  
Higher Education ◽  
Socioeconomic Status ◽  
Health Knowledge ◽  
Negative Influence ◽  
Cross Sectional ◽  
Rapid Urbanization ◽  
Urbanization In China ◽  
And Behavior ◽  
The Unemployed ◽  
The Impact

The rapid urbanization in China has brought with it some health benefits, but it also brought about a negative influence on the lifestyle of residents. We conducted this study to assess the change in hypertension-related knowledge and behavior from 2013 to 2016 among recently urbanized residents and determine their association with socioeconomic status (SES). This research used data from two cross-sectional studies conducted in Hezuo community in Chengdu, Sichuan province of China. A total of 2268 and 2601 individuals, respectively, participated and completed standard questionnaires. According to the results, the median (IQR) scores of health knowledge was 1 (0,3) and 3 (1,5), respectively, (p < 0.001) and the median (IQR) scores of health behavior was 6 (5,6) and 5 (5,6), respectively, (p < 0.001) in 2013 and 2016. The rate of sufficient knowledge increased from 8.8% to 18.1% (p < 0.001), while the rate of correct behavior decreased from 54.5% to 45.5% (p < 0.001) in three years. Logistic regression analysis showed that higher education was associated with sufficient hypertension-related knowledge (p < 0.05), and those with higher education, unemployment, and retirement were more likely to have sufficient behavior (p < 0.05). The impact of SES on knowledge was stable between 2013 and 2016. The behavior difference between the middle school educated and the illiterate increased from 2013 to 2016 (p < 0.05), and the behavior difference between the unemployed and manual workers decreased from 2013 to 2016 (p < 0.05). Our results revealed that hypertension-related knowledge improved with no corresponding improvement in self-reported behavior among recently urbanized residents from 2013 to 2016. Organizational strategy should be implemented to improve health education on knowledge, and what is more, translate knowledge into behavior. All these measures should be given more attention to the lower educated and manual workers among recently urbanized residents to eliminate the SES disparity.

The Multiple Dimensions of Transfer: Examining the Transfer Function in American Higher Education

2017 ◽  
Vol 45 (4) ◽  
pp. 273-293 ◽  
Author(s):  
Jason L. Taylor ◽  
Dimpal Jain
Keyword(s):  
Higher Education ◽  
Transfer Function ◽  
Low Income ◽  
First Generation ◽  
Transfer Policy ◽  
American Higher Education ◽  
Multiple Dimensions ◽  
State Transfer ◽  
Policy Argument ◽  
The Impact

Purpose: This article examines the literature on the transfer function in American higher education, and it reviews three primary dimensions of transfer: (a) the transfer function and pathways, (b) transfer access and experiences, and (c) state transfer policy. Argument: This literature review engages core transfer concepts and we argue that the literature is dominated by the vertical transfer pathway, despite multiple transfer pathways and definitions. The research also suggests that students’ transfer experiences and outcomes are not equal, institutional cultures and policies are not designed to support diverse students, and the inadequate transfer structures and policies need to be reformed to improve transfer outcomes for students of color, low-income students, and first-generation students. Finally, we argue that the nature and distribution of state transfer policies is uneven and the impact of state transfer policies on student outcomes is mixed, so we know little about their efficacy. Conclusion: We conclude the article with a set of priorities for future transfer research that address gaps and limitations of the existing literature.

scholarly journals Modeling of university dropout using Markov chains

Uniciencia ◽  
2020 ◽  
Vol 34 (1) ◽  
pp. 129-146 ◽  
Author(s):  
José Alejandro González-Campos ◽  
Cristian Manuel Carvajal-Muquillaza ◽  
Juan Elías Aspeé-Chacón
Keyword(s):  
Higher Education ◽  
Markov Chain Model ◽  
Dropping Out ◽  
Chain Model ◽  
Access To Higher Education ◽  
Higher Education System ◽  
University Departments ◽  
University Studies ◽  
University Dropout ◽  
The Impact

Access to higher education is only a first step in achieving equity in education; the following step is improving student retention, or lowering dropout rates, which is the same thing. The present study focused on the definition of an index as an estimator of the risk of individuals dropping out of a university using a Markov chain model, based on the randomness of the occurrence of dropping out. The suggested index was applied to a sample of 5,700 university students from the 2012-2015 annual cohorts of 8 university departments of a public regional university in Chile. The results indicate that the highest average probability of dropping out (slightly more than 39%) occurs in the first 2 semesters of university studies, and then decreases through time. This indicates the need for institutional retention policies that pay particular attention to the first year of university studies. Having this index also allows a formal estimation of changes or temporary variations in the risk, as well as quantifying the impact of interventions, not only for the case under study but for the entire higher education system.

scholarly journals International Students’ Unique Challenges – Why Understanding International Transitions to Higher Education Matters

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Sidonie Ecochard ◽  
Julia Fotheringham
Keyword(s):  
Higher Education ◽  
International Students ◽  
Acculturative Stress ◽  
International Student ◽  
Culture Shock ◽  
Cultural Adjustment ◽  
Dropping Out ◽  
Disciplinary Culture ◽  
Student Body ◽  
Number Of Publications

International students represent a large and increasing share of the diversity encountered on British campuses, with 19% of the student body coming from another country to study in the United Kingdom. While the concept of transition in the context of Higher Education (HE) is better understood as a process of change and adaptation to the HE culture, international transitions –undertaken by international students – present additional and specific challenges. These involve multiple additional cultural adjustments, to the host nation culture, the international student culture and the subject disciplinary culture. The scale and number of these challenges may lead to mental health issues and to students dropping out. The growing number of international students and their importance as a significant economic driver to the HE sector have been reflected in the literature, with an increasing number of publications on the topic. Various models have been elaborated to describe the process of academic and socio-cultural adjustment experienced by international students, along with concepts of acculturative stress and culture shock used to refer to the sometimes extreme emotional turmoil created by such cultural dissonances. University staff and students have different but key roles and responsibilities in supporting and facilitating international students’ adjustment, improving retention and enabling international students to reach their academic and personal goals in spite of the challenges that confront them. This literature review presents the different stage-models of international students’ acculturation and defines key concepts for international transitions such as acculturative stress and culture shock, thereby allowing for a better understanding of the international students’ academic and social journey. It describes the challenges international students meet in their transition to UK HE institutions and introduces literature identifying ways of better supporting the specific needs of those students. It concludes with a discussion on the limitations of the current international transitions discourse.

Sign in / Sign up

Export Citation Format

Share Document