Faculty Interaction with International Students: Localisation of Cornell University Survey in Chinese University
Author(s)
Download Full PDF Pages: 01-17 | Views: 693 | Downloads: 204 | DOI: 10.5281/zenodo.4972599
Abstract
Background / Context: The article is devoted to the application of Cornell University Survey to the faculty interaction with international students in a Chinese university; take Jiangsu University, for example, the definition of formal and informal relations between them and teachers' assessment of the effectiveness of communication. It identifies based on the data gained because of the study, factors that support, develop or block the interaction between teachers and international students.
Purpose of Study: This study examines the data on the nature and frequency of the freelance interactions of teachers with international students in Jiangsu University, focusing on factors that support, develop, or, on the contrary, hinder the communication between teachers and international students.
Research Design: The study applied a multimodal research design using the conduct of quantitative research methods through the questionnaire of teachers.
Findings / Results: The findings of the study show that the most effective way of interaction between international students and teachers is personal communication.
Conclusions: The study makes Serval conclusions. First, that extracurricular communication helps teachers to understand each student and all students better. Second, almost all teachers supported informal conversation. Third, the majority of the faculty changed their approach to teaching and counseling and felt themselves to be part of the university community.
Keywords
international students, the program of adaptation of international students, the interaction of faculty with international students, international student education in China, the education system in China
References
i. Allison Pingree, V. U., & Todd Zakrajsek, U. o. N. C., Chapel Hill. (2016). Encouraged student-faculty interaction outside of class. The quality of student-instructor interaction has a significant affect on student learning. The opportunity for interaction outside of class time can enhance that relationship. Retrieved from https://www.ideaedu.org/Resources-Events/Teaching-Learning-Resources/Encouraged-student-faculty-interaction-outside-of-class
ii. Anaya, G., & Cole, D. G. (2001). Latina/o Student Achievement: Exploring the Influence of Student-Faculty Interactions on College Grades. In (Vol. 42, pp. 3-14): Journal of College Student Development.
iii. Chen, C. P. (1999). Professional Issues: Common Stressors Among International College Students: Research and Counseling Implications. Journal of College Counseling, 2(1), 49-65. doi:10.1002/j.2161-1882.1999.tb00142.x
iv. China, E. O. (2017). Study In China- General Introduction. Retrieved from http://ie.china-embassy.org/eng/whjy/studyinchina/t112979.htm
v. Cornell. (2004). Survey of Faculty Interaction with Undergraduate Students. Retrieved from Cornell University Ithaca, NY:
vi. Daly, J. A., Caughlin, J. P., Stafford, L. (1997). Correlates and consequences of social-communicative anxiety. In J. A. Daly, J. C. McCroskey, J. Ayres, T. Hopf, & D. M. Ayres (Eds.), Avoiding communication: Shyness, reticence, and communication apprehension (Vol. 2nd ed.). Cresskill, NJ: Hampton Press, Inc.
vii. Davis, B. G. (2009). Tools for Teaching. San Francisco: Jossey-Bass.
viii. Endo, J., Jean, Harpel L., Richard. (1982). The Effect of Student-Faculty Interaction on Students’ Educational Outcomes (Vol. 16).
ix. Grasha, F., Anthony. (2002). The Dynamics of One-on-One Teaching (Vol. 50).
x. Haworth, B. (1999). An Analysis of the Determinants of Student E-Mail Use. Journal of Education for Business, 75(1), 55. doi:10.1080/08832329909598991
xi. ICEF. (2017). Measuring up: Global market share and national targets in international education. Retrieved from http://monitor.icef.com/2017/04/measuring-global-market-share-national-targets-international-education/
xii. Jaasma, M. A., & Koper, R. J. (1999). The relationship of student-faculty out-of-class communication to instructor immediacy and. Communication Education, 48(1), 41. doi:10.1080/03634529909379151
xiii. Jiangsu University welcomes new intl students. (2018). Retrieved from http://subsites.chinadaily.com.cn/jiangsuedu/2018-03/07/c_148321.htm
xiv. Joosten, T. (2012). Social media for educators: Strategies and best practices. San Francisco: Jossey-Bass.
xv. Kelly, L., Duran, Robert L., Zolten, J. Jerome. (2001). The Effect of Reticence on College Students' Use of Electronic Mail to Communicate with Faculty. Communication Education, 50(2), 170. doi:10.1080/03634520109379242
xvi. Kohls, L. R. (1984). Survival Kit for Overseas Living: For Americans Planning to Live and Work Abroad ( 2nd ed.): Intercultural Press.
xvii. Kuh, G. D., & Hu, S. (2001). The Effects of Student-Faculty Interaction in the 1990s. Review of Higher Education, 24(3), 309-332.
xviii. Kupriyanov, R., N. Zaripov, R., S. Valeyeva, N., R. Valeyeva, E., R. Zaripova, I., & I. Nadeyeva, M. (2015). The Main Directions of International Educational Integration: Potential Benefits and Risks of Reforming Professional Education (Vol. 7).
xix. Lamport, M. A. (1993). Student-Faculty Interaction and the Effect on College Student Outcomes: A Review of the Literature. In (Vol. 28, pp. 971-990): Adolescence.
xx. Lundberg, C. A., Schreiner, L. A. (2004). Quality and Frequency of Faculty-Student Interaction as Predictors of Learning: An Analysis by Student Race/Ethnicity. Journal of College Student Development, 45, 549-565.
xxi. Masalimova, A., Porchesku, G. V., Liakhnovitch, T. L. (2016). Linguistic foundation of foreign language listening comprehension (Vol. 11).
xxii. MENA. (2018). Ordinary Study On Tutor Teacher Activities In Basic Education And Its Effects. Retrieved from
xxiii. OECD. (2016). Education in China: A Snapshot Retrieved from
xxiv. Pascarella, E. T. (1980). Student-Faculty Informal Contact and College Outcomes. Review of Educational Research, 50(4), 545-595. doi:10.3102/00346543050004545
xxv. Terenzini, P. T., Pascarella, Ernest T. (1980). Student/Faculty Relationships and Freshman Year Educational Outcomes: A Further Investigation. Journal of College Student Personnel, 21(6), 521-528.
xxvi. Terenzini , T. P., Reason, Robert. (2005). Parsing the First Year of College: A Conceptual Framework for Studying College Impacts.
xxvii. Tinto, V. (1997). Classrooms as Communities: Exploring the Educational Character of Student Persistence. Journal of Higher Education, 68(6), 599-623.
xxviii. Wei, H. (2013). An empirical study on the determinants of international student mobility: a global perspective. Higher Education, 66(1), 105-122.
Cite this Article: