東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Understanding the College Experience...

Wang, Meng.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding the College Experience of Chinese Undergraduate Students in an International Dual Degree Program./
Author:	Wang, Meng.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	157 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10272905
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. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 157 p.

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

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

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.

ISBN: 9780355393866Subjects--Topical Terms:

641065
Higher education.

Understanding the College Experience of Chinese Undergraduate Students in an International Dual Degree Program.
LDR:02124nmm a2200313 4500 001 2165483
005 20181129115552.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355393866
035 $a (MiAaPQ)AAI10272905
035 $a (MiAaPQ)okstate:15094
035 $a AAI10272905
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wang, Meng. $3 2102482
245 1 0 $a Understanding the College Experience of Chinese Undergraduate Students in an International Dual Degree Program.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 157 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Jesse P. Mendez.
502 $a Thesis (Ph.D.)--Oklahoma State University, 2017.
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.
590 $a School code: 0664.
650 4 $a Higher education. $3 641065
650 4 $a Educational leadership. $3 529436
650 4 $a Multicultural Education. $3 2122919
690 $a 0745
690 $a 0449
690 $a 0455
710 2 $a Oklahoma State University. $b Education Leadership & Policy Studies. $3 3353563
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 0664
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10272905