Chinese student academic adjustment at a U.S. graduate business school

• Online Access: http://hdl.handle.net/2047/D20398302

This study examined how Chinese graduate business students make sense of their own experiences of adjusting to an academic environment in the United States. Open-ended responses from survey data and semi-structured interviews were conducted with 16 graduate students at a prestigious, private, research university in the Southeastern United States. Interpretative Phenomenological Analysis (IPA) was used as the research approach as it allowed the researcher to understand how participants made sense of their own experiences of moving to another country and adjusting to a new academic environment in the United States. Survey responses and transcripts were analyzed using IPA and themes were identified among participants' responses. Three major themes emerged: expectations and goals; challenges with transition; and successful adjustment. The findings of this study revealed that elements related to career, the U.S. academic environment, preparation and intensity of the academic program, English communication, and relationships with peers all influenced expectations, challenges, and adjustment outcomes. Recommendations for practice are shared and suggest that an increase in pre-orientation programs, strengthening of faculty best practices for working with international students, and additional opportunities for English communication can improve the experience of Chinese students enrolled in programs at institutions of higher education in the United States.