Abstract
Chinese visiting professors, as Chinese university educators, are playing both practitioners and conformists in adapting to Western teaching perspectives and pedagogies while maintaining Chinese teaching beliefs. This study attempts to understand the international university experiences (Canada) of Chinese visiting professors. Arguably, Chinese visiting professors might potentially engage in programs aimed at providing an advance preparation for Chinese international graduate students, furthering their successful transition in study abroad. This paper is oriented to a post-structural paradigm in order to remain open to the attitudes, beliefs, and values of participants. The findings of a discourse analysis of Chinese visiting professors at a Canadian university are presented. The findings disclosed specific accounts as provided by this research group (i.e. dual academic and teaching experiences, and bicultural experiences in Chinese and Canadian universities). Using the findings, recommendations were made in bridging potential challenges to studying abroad. Specific to this task is the construction of an in-country program aimed at preparing Chinese undergraduate and graduate students for study overseas (specifically in Canada).
Highlights
With the trend of educational globalization, a host of international students make difficult decisions in coming to foreign universities such as U.S and Canada for their higher education
In terms of Chinese international graduate students, it needs to be noted that the group has left behind familiar university surroundings and supports associated with their country of origin while they need adjusting to a Western educational system and wrestling with Western cultural (Yang, 2010; Zhao & McDougall, 2008)
Based on results from interviews and group discussion, it can be enunciated that offering an advance preparation for the successful transition of future Chinese international graduate students drawn upon these visiting professors’ experiences is arguably restricted
Summary
With the trend of educational globalization, a host of international students make difficult decisions in coming to foreign universities such as U.S and Canada for their higher education. In terms of Chinese international graduate students, it needs to be noted that the group has left behind familiar university surroundings and supports associated with their country of origin while they need adjusting to a Western educational system and wrestling with Western cultural (Yang, 2010; Zhao & McDougall, 2008). Once they fail to make adjustments necessary, it could mean “losing face" at home, shaming their families. These situations suggest a need for further research into how Chinese international graduate student transition can be made more smooth and successful
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