Whereas research related to the experience of faculty of color is increasing, few attentions have been focused on Chinese faculty's career experience in the US. This study examined career experiences of 16 Chinese faculty members across different disciplines, ranks and genders at a studied research extensive university in Texas, US. The study used a qualitative research design with in-depth interviews, observations and document reviews as the major tools for data collection and adopted constant comparative methods for data analysis. Drawing the research data directly from Chinese faculty members, the study identifies factors which influence Chinese faculty decisions to apply for, accept and remain in faculty positions, challenges as well as support when seeking promotion, tenure and recognition. Major findings concluded that factors, such as traditional Chinese culture, family influence and the ability to access American academic freedom, advanced research environments, flexibility and job security have significant influences in determining Chinese faculty's decisions to work within academia in the US. Additionally, Chinese faculty tended to regard individual barriers (e.g., challenges in mastery of English language, a lack of teaching experience, no undergraduate educational background in the US, an unfamiliarity with the American culture and insufficient communications skills in general) rather than institutionalized barriers (e.g., occupational discrimination, stereotypes and prejudice) as primary factors that impeded their professional development. Furthermore, Chinese women faculty's experienced racial and gender issues in their lives and faced more challenges than their male counterparts in developing their careers in the US. (Contains 1 table.).
Whereas research related to the experience of faculty of color is increasing, few attentions have been focused on Chinese faculty's career experience in the US. This study examined career experiences of 16 Chinese faculty members across ...
Author: Yan Zhang Cooksey
Whereas research related to the experience of faculty of color is increasing, little attention has been focused on Chinese faculty's career experience in the United States. The purpose of this study was: (1) to identify and describe factors which influence Chinese faculty decisions to apply for, accept, and remain in faculty positions at a Research Extensive University in Texas; and (2) to determine the challenges and support Chinese faculty have experienced with respect to promotion, tenure and recognition at a Research Extensive University in Texas. To address the purpose of the study, four research questions were used as guidance for collecting and analyzing the data. The purposive sample consisted of sixteen Chinese faculty members (four female and twelve male) across different disciplines, ranks and genders, from seven different colleges at the studied university. All participants are first generation Americans who obtained at least a bachelor's degree in China, received their doctoral degree or postdoctoral training in the United States, and found faculty positions in the United States. This study used a qualitative research design with in-depth interviews, observations and document reviews as the major tools for data collection. Constant comparative method was adopted to analyze data. Major findings concluded that factors such as traditional Chinese culture, family influence, the ability to access American academic freedom, advanced research environments, flexibility and job security, have significant influences in determining Chinese faculty decisions to work within academia in the United States. Additionally, Chinese faculty tended to regard individual barriers (i.e. challenges in mastery of English language, a lack of teaching experience, no undergraduate educational background in the United States, an unfamiliarity with the American culture, and insufficient communications skills in general) rather than institutionalized barriers (i.e. occupational discrimination, stereotypes and prejudice) as primary factors that impeded their professional development. Furthermore, Chinese women faculty experienced racial and gender issues in their lives and faced more challenges than their male counterparts in developing their career in the United States. The researcher hoped that this study could contribute to the scant literature on Chinese faculty's career experiences in the United States, shed some light on understanding what factors influenced their career development, and provide some implications for practice and recommendations for further research.
Whereas research related to the experience of faculty of color is increasing, little attention has been focused on Chinese faculty's career experience in the United States.
Author: Yan Zhang
Responding to the growing need for recruitment and retention of international talent in higher education institutions globally, this volume documents the experiences and contribution of international graduate students, researchers, and faculty. This text foregrounds perspectives around recruitment, transition, integration, professional development, and the retention of scholars originating from, or arriving in, countries including China, Australia, Iraq, Japan, and the US. By investigating the support systems that are in place to assist foreign-born faculty members in institutes of higher education, the text provides important insights for departments and institutions as they look to successfully attract and retain global academic talent. Moreover, the scientific and practical implications of the research presented in the text directly informs institutional policy, working towards more effective, inclusive, and equitable ways to support international faculty. This text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and, more specifically, those involved with faculty development programs. The text will also support further discussion and reflection around multicultural education, international teaching and learning, and educational policy more broadly.
Therefore, we want to share our experiences and challenges as mid-career Chinese female faculty in literacy ... It reflects on how global structural and historical factors may interact with and influence perceptions about who we are.
Author: Chris R. Glass
A descriptively annotated, multidisciplinary, cross-referenced and extensively indexed guide to 2,395 dissertations that are concerned either in whole or in part with Hong Kong and with Hong Kong Chinese students and emigres throughout the world.
Factors Influencing Career Choice of Selected 690 Chinese - Descendent International Students : A TALLMAN , Julie I. ... to identify some of the measures that American tigative , artistic , social , enterprising or conventional " .
Author: Frank Joseph Shulman
Publisher: Hong Kong University Press
Category: Language Arts & Disciplines
The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education.
60 Make new friends 7 The job opportunities are more equal in the United States than in the mainland China for the mainland ... experiences in the U.S. and are not concerned with the factors regarding family, life condition, and job.
Author: Krishna Bista
Descriptors - Asian Americans , Blacks , College Faculty , Cultural Differences , * Educational Environment ... and the lack of coordinated educational planning are major factors influencing higher education policy in the state .
Since China proposed its “Belt and Road Initiative” in 2013 to boost its influence on international affairs and “cultivate international contacts who are friendly toward China”, the number of foreign students in China has surge exponentially. Yet the global political changes have added tensions and challenges to the education of international students. This book is one of the first works to discuss the educational experiences of international students in China. Using survey research and qualitative studies to study participants in degree-bearing and language programmes at regular universities and Sino-Foreign universities located in different parts of the country, the book covers a variety of topics across education, including international students’ intercultural experience, teacher–student classroom interaction, learning and teaching Chinese as a foreign language, academic adaptation and identity formation in higher educational contexts. This book is essential for researchers, practitioners and policy-makers of international student education in China. It can also benefit prospective international students considering pursuing higher education in China.
Second, the research reported here suggests a range of important results, some of which are difficult for us to explain, ... Amongst the internal factors, academic engagement had greater influence than personal background on individual ...
Author: Mei Tian
East Asia is a most dynamic region and its fast developing higher education and research systems are gathering great momentum. East Asian higher education has common cultural roots in Chinese civilization, and in indigenous traditions, each country has been shaped in different ways by Western intervention, and all are building global strategies. Shared educational agendas combine with long political tensions and rising national identities. Hope and fear touch each other. What are the prospects for regional harmony-in-diversity? How do internationalization and indigenization interplay in higher education in this remarkable region, where so much of the future of humanity will be decided? Experts from Australia, China mainland, Hong Kong SAR, Japan, South Korea, Taiwan, the UK and Vietnam probe these dynamics, with original perspectives, robust evidence and brilliant writing. Changing Higher Education in East Asia deepens our understanding of internationalization and globalization agendas such as world-class universities and international students. It takes readers further, exploring the role of higher education in furthering the global public and common good, world citizenship education, the internationalization of the humanities and social sciences, geopolitics and higher education development, cross-border academic mobility, the effects of the Covid-19 pandemic on regional student mobility, and future regionalization in East Asia.
Jia, H. (2018), 'How to Find a Job in China?', Nature, 553 (S4–S7), https://doi.org/10.1038/d41586-018-00537-0. Kim, D., L. Wolf-Wendel and S. Twombly (2011), 'International Faculty: Experiences of Academic Life, Productivity in U.S. ...
Author: Simon Marginson
Publisher: Bloomsbury Publishing
Factors influencing physicians ' decisions to remain in Jul ; 68 ( 7 ) : 547-54 IEEE Trans Biomed Eng 1992 May ... 205 Reasons for choosing occupational therapy as a profession : Learning styles of Chinese nursing faculty and career ...
Wen talked about the differences in graduate school in China and in the United States . He has felt that his professors in America have been more encouraging and supportive of him . At the same time , however , he believes he is under ...
Author: Jaime D. Goff
Category: Intercultural communication