About the Research
The China-United States of America political and economic relationship is among the most important and consequential bilateral relationships in the world. Over the past several decades, China has invested heavily in developing this relationship through educational exchanges. In fact, roughly 275,000 Chinese students attended American universities during the 2013-2014 school year, nearly three times as many as the second largest place of origin for international students (India). The millions of Chinese students who have participated in higher education in the United States over the past thirty years are a rich source of cultural exchange and a foundation for economic and political relationships with American and Western professionals in business and government. In any given day, there are more in-person, cross-cultural interactions between Americans and Chinese within the American higher education system than there are in any other setting. As such, the Chinese experience in the American higher education system can be particularly revealing about the nature of Sino-American cross-cultural communication and cooperation.
Our research team, composed of Chinese and American scholars with significant experience in international education and business, has developed a series of surveys that address the following issues about the Chinese experience in American higher education: (a) views of American communication practices; (b) perspectives about American cultural traits; (c) friendships and interactions with American and non-American professors and students; (d) views of American higher education; (e) reactions to American media and entertainment; and (f) adjustment to life in the United States.
The surveys also address many issues about the backgrounds of Chinese students and scholars who are studying and researching within the American higher education system. These background issues include issues such as (a) prior international and domestic exposure through residence and travel; (b) socioeconomic status and funding sources; (c) background in urban, semi-urban, and rural environments; and (d) home province. With this background information, our research allows us to avoid blanket statements about the Chinese experience; rather, it allows us to provide a nuanced accounting of how Chinese of various backgrounds experience the American higher education system and interact with Americans.
In addition to the backgrounds of Chinese students and scholars, we identify which universities and communities they have spent their time. So, this allows us to explore how Chinese experiences differ by the type of American university and American community (urban, semi-urban, and rural; geographic region; and other factors). By carefully exploring the backgrounds of Chinese and their American counterparts, we think we can provide a research-based set of perspectives about not only the cross-cultural experiences of Chinese in the United States but also the intracultural differences that impact these experiences.
The surveys results will help educators provide a better experience for Chinese students. Results will be provided to:
You can see survey findings at this webpage beginning in May or June 2016.
Our research team, composed of Chinese and American scholars with significant experience in international education and business, has developed a series of surveys that address the following issues about the Chinese experience in American higher education: (a) views of American communication practices; (b) perspectives about American cultural traits; (c) friendships and interactions with American and non-American professors and students; (d) views of American higher education; (e) reactions to American media and entertainment; and (f) adjustment to life in the United States.
The surveys also address many issues about the backgrounds of Chinese students and scholars who are studying and researching within the American higher education system. These background issues include issues such as (a) prior international and domestic exposure through residence and travel; (b) socioeconomic status and funding sources; (c) background in urban, semi-urban, and rural environments; and (d) home province. With this background information, our research allows us to avoid blanket statements about the Chinese experience; rather, it allows us to provide a nuanced accounting of how Chinese of various backgrounds experience the American higher education system and interact with Americans.
In addition to the backgrounds of Chinese students and scholars, we identify which universities and communities they have spent their time. So, this allows us to explore how Chinese experiences differ by the type of American university and American community (urban, semi-urban, and rural; geographic region; and other factors). By carefully exploring the backgrounds of Chinese and their American counterparts, we think we can provide a research-based set of perspectives about not only the cross-cultural experiences of Chinese in the United States but also the intracultural differences that impact these experiences.
The surveys results will help educators provide a better experience for Chinese students. Results will be provided to:
- American higher education administrators
- American professors
- American policy makers
- Chinese higher education administrators
- Chinese policy makers
You can see survey findings at this webpage beginning in May or June 2016.