Abstract
With the internationalization of education, Chinese students have constituted the largest international student group in the world as well as in Canada. The purpose of this study is to explore the experiences, challenges, and supports specific to the Chinese student population at Canadian universities. In order to triangulate the data from different sources, individual interviews with eight Chinese international students and three International Student Advisors were conducted in this qualitative research. Hofstede's theory on cultural dimensions and the bilinear model of acculturation and enculturation are applied to explain the findings about Chinese international students' experiences and challenges with regard to second language learning, academic studies, social interaction, post-graduation plans, and personal development and identity reshaping. Moreover, based on Chinese international students' awareness and use of supports available to them, this study has implications for practice as to how to improve their support system. Key words: Chinese international students; cultural dimensions; acculturation and enculturation; international student support; second language learning; academic studies; social interaction; post-graduationhengying plans; personal development; identity reshaping
Highlights
While enrolments have been declining in the U.K. since 2012 due mainly to the introduction of stringent visa policies, international student enrolment in the U.S increased by 42% between 2008 and 2014; Australian enrolments have started to rebound after a significant decline beginning in 2010; and Canadian enrolments are continuing a steady decade-long upward trend (Global Affairs Canada, 2016)
The student participants' experiences and challenges are summarized with regard to the following five areas: second language learning, academic studies, social interaction, postgraduation plans, personal development and identity reshaping
The most impressive finding about the student participants' social interaction is that they made friends or socialized mainly with Chinese international students and domestic students of Chinese descent
Summary
Prompted by advances in transportation and information technology, globalization has generated further interdependence of economic and cultural activities (Wolf, 2014). What do Chinese international students experience at Canadian post-secondary institutions with regard to second language learning, academic studies, social life, post-graduation plans, personal development and identity reshaping? In an Australian study it was found that 88% of international students who felt lonely relied on social networks to cope, and sources of social support most frequently cited were friends in Australia (54%) and family and relatives back home (34%) (Sawir et al, 2008, cited in Smith, & Khawaja, 2011) As another example, a majority of the participants in the research conducted by Bertram et al (2014) first cited their parents and friends in China or their Chinese friends in the United States as the main sources of social support they would use when experiencing difficulties or challenges. Since some scholars found that international students were reluctant to seek formal assistance (Zhou et al, 2005; Smith & Khawaja, 2011), further research is needed on how and to what degree international students can take advantage of the diverse programs
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