Advertisement

Key Factors Influencing Chinese Students’ Academic Adjustment

  • Jiani Zhu
Chapter
Part of the Palgrave Studies on Chinese Education in a Global Perspective book series (CEGP)

Abstract

Based on the results of the preceding empirical research, this chapter discusses the influence of background, university environment, and personal factors on Chinese students’ academic adjustment. In terms of background factors, the author asserts that general German language proficiency, discipline-based knowledge, interdisciplinary knowledge, cultural norms, and communication patterns together compose the great ‘German language difficulty’ experienced by the Chinese students. As far as the factor of university environment is concerned, academic support offered by lecturers, fellow students, and faculty members, among others, play a decisive role in improving Chinese students’ learning experience in the host universities. Regarding students’ personal factors, this research shows that students who adopt an open attitude and avoid non-academic part-time employment adjust faster to the learning environment.

Keywords

International Student Chinese Student German Language Chinese Participant Academic Support 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Church, A. T. (1982). Sojourner adjustment. Psychological Bulletin, 91(3), 540–572.CrossRefGoogle Scholar
  2. Danckwortt, D. (Ed.). (1984). Werkstattberichte: Vol. 11. Auslandsstudium als Gegenstand der Forschung: Eine Literaturübersicht. Kassel: Gesamthochschule, Wiss. Zentrum f. Berufs- u. Hochschulforschung.Google Scholar
  3. Heublein, U., Özkilic, M., & Sommer, D. (2007). Aspekte der Internationalität deutscher Hochschulen: Internationale Erfahrungen deutscher Studierender an ihren heimischen Hochschulen (Vol. 63). Bonn: Hrsg. der Reihe Dok & Mat, Dokumentationen & Materialien: DAAD, Deutscher Akademischer Austausch Dienst.Google Scholar
  4. Kingston, E., & Forland, H. (2008). Bridging the gap in expectations between international students and academic staff. Journal of Studies in International Education, 12(2), 204–221. doi: 10.1177/1028315307307654.CrossRefGoogle Scholar
  5. Peisert, H., & Framhein, G. (1990). Higher education in the Federal Republic of Germany. Bucharest: CEPES.Google Scholar
  6. Peroz, N. (2008). Auswertung der Fragebogen für ausländische Studierende an der Fakultät IV. Retrieved from http://www.flp.tu-berlin.de/fileadmin/fg53/ZiiK/ZiiK_Reports/Report_Nr9.pdf
  7. Quinlivan, G. (2009). Wörterbuch des Hochschulwesens: Deutsch-Englisch (2nd ed.). Stuttgart [u.a.]: Raabe.Google Scholar
  8. Ramsay, S., Jones, E., & Barker, M. (2007). Relationship between adjustment and support types: Young and mature-aged local and international first year university students. Higher Education Research & Development, 54(2), 247–265.CrossRefGoogle Scholar
  9. Schumann, A. (2008). Interkulturelle Fremdheitserfahrungen ausländischer Studierender an deutschen Universitäten. In A. Knapp-Potthoff & A. Schumann (Eds.), Mehrsprachigkeit und Multikulturalität im Studium (pp. 29–50). Frankfurt am Main: Peter Lang.Google Scholar
  10. Sovic, S. (2009). Hi-bye friends and the herd instinct: International and home students in the creative arts. Higher Education, 58(6), 747–761. doi: 10.1007/s10734-009-9223-z.CrossRefGoogle Scholar
  11. Wissenschaft weltoffen. (2014). Retrieved from http://www.wissenschaftweltoffen.de/daten
  12. Wong, G., Cooper, B. J., & Dellaportas, S. (2015). Chinese students’ perceptions of the teaching in an Australian accounting programme—An exploratory study. Accounting Education, 24(4), 318–340. doi: 10.1080/09639284.2015.1050678.CrossRefGoogle Scholar
  13. Zhao, T. (2007). An ethnographic study of the intercultural adaption process between Chinese students and their British lecturers and fellow students in the UK. Doctoral thesis. University of Southampton, Southampton.Google Scholar
  14. Zhao, T., & Bourne, J. (2011). Intercultural adaptation—It is a two-way process: Examples from a British MBA programme. In L. Jin & M. Cortazzi (Eds.), Researching Chinese learners. Skills, perceptions and intercultural adaptations (pp. 250–273). Basingstoke/New York: Palgrave MacMillan.Google Scholar
  15. Zhou, Y., & Todman, J. (2009). Patterns of adaptation of Chinese postgraduate students in the United Kingdom. Journal of Studies in International Education, 13(4), 467–486. doi: 10.1177/1028315308317937.CrossRefGoogle Scholar

Copyright information

© The Editor(s) (if applicable) and The Author(s) 2016

Authors and Affiliations

  • Jiani Zhu
    • 1
  1. 1.Shanghai Jiao Tong UniversityShanghaiChina

Personalised recommendations