Academic experiences in teaching Chinese international students

Mccrohon, M and Nyland, B 2016, 'Academic experiences in teaching Chinese international students', Journal of Applied Research in Higher Education, vol. 8, no. 2, 7, pp. 238-251.


Document type: Journal Article
Collection: Journal Articles

Title Academic experiences in teaching Chinese international students
Author(s) Mccrohon, M
Nyland, B
Year 2016
Journal name Journal of Applied Research in Higher Education
Volume number 8
Issue number 2
Article Number 7
Start page 238
End page 251
Total pages 14
Publisher Emerald
Abstract Purpose - The purpose of this paper is to investigate on the factors, which influence the academic perspectives and integrity of the Chinese international students (CISs) perspectives of academic integrity. The paper reports on the views and experiences of academicians interviewed as part of the study. Design/methodology/approach - The study used a trans-disciplinary conceptual framework based on grounded and positioning theory to interpret qualitative data derived from in-depth interviews and research literature. In line with this constructivist approach, a version of Auditable Systematised Qualitative Analysis was a tool used to conceptualise the participant's ideas about academic integrity. Findings - Analysis of the gathered data from interviews with lecturers suggests that representing a line of discourse expressed by the institution was in many, but not all cases, difficult for these lecturers. Practical implications - This research has the potential to contribute to administrator, educator and policy makers in their understanding of CIS perspectives, international student experiences in host institutions and local academic experiences, perceptions and attitudes. Originality/value - This is a primary research paper designed to explore academic perspectives of academic integrity in working with international students. The complexities and changing nature of understanding of the international student context gives the research value.
Subject Higher Education
Keyword(s) Grounded theory
academics
positioning theory
academic integrity
Chinese international students
DOI - identifier 10.1108/JARHE-11-2014-0106
Copyright notice © 2016 Emerald Group Publishing Limited
ISSN 1758-1184
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Citation counts: TR Web of Science Citation Count  Cited 2 times in Thomson Reuters Web of Science Article | Citations
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