Abstract
It has been recognized that international students studying in non-Anglophone countries face more challenges in integrating into local higher education institutions for a number of reasons, such as the local language barrier and cultural differences. This study aims to understand the challenges and coping strategies of academic integration in non-Anglophone countries from the students’ perceptive, taking Chinese students as an example and using a qualitative approach based on semi-structured interviews with 58 Chinese students in Germany and Finland. It shows that, despite learning environment differences between Finland and Germany, Chinese students face similar challenges, including individual ones, such as the mismatch between their academic background and learning requirements, or contextual ones, such as a lack of consideration for international students in the pedagogical approach and curriculum design adopted by the host higher education institutions. The results challenge the existing stereotype of Chinese students and present evidence of students’ resourcefulness in generating novel approaches to develop their learning capabilities. It also shows that traditional learning techniques may be used as pathways to achieving deep learning and understanding.
Similar content being viewed by others
References
Andrade, M. S. (2006). International student persistence: Integration or cultural integrity? Journal of College Student Retention: Research, Theory & Practice, 8(1), 57–81. https://doi.org/10.2190/9my5-256h-vfva-8r8p
Auyeung, P., & Sands, J. (1996). A cross cultural study of the learning style of accounting students. Accounting & Finance, 36(2), 261–274. https://doi.org/10.1111/j.1467-629X.1996.tb00310.x
Bian, C. (2013). Study abroad as self-development: An analysis of international students’ experience in China and France. Frontiers of Education in China, 8(3), 448–477. doi: 10.3868/s110-002-013-0028-8
Bers, T. H., & Smith, K. E. (1991). Persistence of community college students: The influence of student intent and academic and social integration. Research in Higher Education, 32(5), 539–556. https://doi.org/10.1007/BF00992627
Braun, V., & Clarke, V. (2008). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cai, Y. Z. (2012). International graduates from Finland: Do they satisfy the needs of Finnish employers abroad? Journal of Research in International Education, 11(1), 19–31. https://doi.org/10.1177/1475240911434340
Cai, Y. Z. (2013). Graduate employability: A conceptual framework for understanding employers’ perceptions. Higher Education, 65(4), 457–469. https://doi.org/10.1007/s10734-012-9556-x
Cai, Y. Z. (2014). Enhancing overseas Chinese graduate employability: The case of Chinese graduates with Finnish academic qualifications. Frontiers of Education in China, 9(3), 377–402. doi: https://doi.org/10.3868/s110-003-014-0031-x
CIMO. (2018). Statistics on foreign degree students in Finnish higher education institutions in 2016 (6B/2017). Retrieved from http://cimo.fi/instancedata/prime_product_julkaisu/cimo/embeds/cimowwwstructure/165112_FactsExpress6B_2017.pdf
Cortazzi, M., & Jin, L. (1997). Communication for learning across cultures. In D. Mc Namara & R. Harris (Eds.), Overseas students in higher education: Issues in teaching and learning (pp. 76–90). London, UK: Routledge.
Durkin, K. (2008). The adaptation of East Asian masters students to western norms of critical thinking and argumentation in the UK. Intercultural Education, 19(1), 15–27. https://doi.org/10.1080/14675980701852228
Ennis, R. H. (1996). Critical thinking dispositions: Their nature and acceseability. Informal Logic, 18(2). https://doi.org/10.22329/i1.v18i2,2378
Hampden-Turner, C. M., & Trompenaars, F. (2008). Building cross-cultural competence: How to create wealth from conflicting values. London, UK: Yale University Press.
Hannan, A. (2007). Interviews in education research. Retrieved from http://cecs6200.pbworks.com/w/file/fetch/69409200/Using%20Interviews%20in%20Education%20Research.pdf
Kelle, U. (2010). The development of categories: Different approaches in grounded theory. In A. Bryant & C. Kathy (Eds.), The Sage handbook of grounded theory (Vol. 2, pp. 191–213). London, UK: SAGE.
Kember, D. (2000). Misconceptions about the learning approaches, motivation and study practices of Asian students. Higher Education, 40(1), 99–121. https://doi.org/10.1023/a:1004036826490
Kennedy, P. (2002). Learning cultures and learning styles: Myth-understandings about adult (Hong Kong) Chinese learners. International journal of lifelong education, 21(5), 430–445. https://doi.org/10.1080/02601370210156745
Kettle, M. (2005). Agency as discursive practice: From “nobody” to “somebody” as an international student in Australia. Asia Pacific Journal of Education, 25(1), 45–60. https://doi.org/10.1080/02188790500032525
Kvale, S., & Brinkmann, S. (2015). InterViews: Learning the craft of qualitative research interviewing (3rd ed.). Thousands Oaks, CA: SAGE.
Li, G., Chen, W., & Duanmu, J.-L. (2010). Determinants of international students’ academic performance: A comparison between Chinese and other international students. Journal of Studies in International Education, 14(4), 389–405. https://doi.org/10.1177/10283/5309331490
Li, H. W. (2017). Academic integration of mainland Chinese Students in Germany. Social Indusion, 5(1), 80–92. https://doi.org/10.17645/si.v5i1.824
Li, H. W., & Pitkänen, P. (2018). Understanding the integration of mainland Chinese students: The case of Finland. Nordic Journal of Migration Research, 8(2), 107–115. https://doi.org/10.1515/njmr-2018-0008
Mannan, M. A. (2007). Student attrition and academic and social integration: Application of Tinto’s model at the University of Papua New Guinea. Higher Education, 53(2), 147–165. https://doi.org/10.1007/s10734-005-2496-y
Marginson, S. (2013). Student self-formation in international education. Journal of Studies in International Education, 18(1), 6–22. https://doi.org/10.1177/1028315313513036
Meng, Q., Zhu, C., & Cao, C. (2018). Chinese international students’ social connectedness, social and academic adaptation: The mediating role of global competence. Higher Education, 75(1), 131–147. https://doi.org/1007/s10734-017-0129-x
Ministry of Education. (MoE). (2018). 2017 sees increase in number of Chinese students studying abroad and returning after overseas studies. Retrieved from http://en.moe.gov.cn/News/Top_News/201804/t20180404_332354.html
Nield, K. (2009). The problems of applying labels of learning style to national cultures. International Journal of Learning, 16(7), 425–434.
Ozer, S. (2015). Predictors of international students’ psychological and sociocultural adjustment to the context of reception while studying at Aarhus University, Denmark. Scandinavian Journal of Psychology, 56(6), 717–725. https://doi.org/10.1111/sjop.12258
Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012). Understanding academic performance of international students: The role of ethnicity, academic and social integration. Higher Education, 63(6), 685–700. https://doi.org/10.1007/s10734-011-9468-1
Rienties, B., Luchoomun, D., & Tempelaar, D. (2014). Academic and social integration of Master students: A cross-institutional comparison between Dutch and international students. Innovations in Education and Teaching International, 51(2), 130–141. https://doi.org/10.1080/14703297.2013.771973
Ryan, J. (2011). Teaching and learning for international students: Towards a transcultural approach. Teachers and Teaching, 17(6), 631–648. https://doi.org/10.1080/13540602.2011.625138
Sayers, J., & Franklin, T. (2008). Culture shock! Cultural issues in a tertiary course using reflective techniques. Reflective Practice, 9(1), 79–88. https://doi.org/10.1080/14623940701816675
Schreier, M. (2012). Qualitative content analysis in practice. Thousand Oaks, CA: SAGE.
Severiens, S. E., & Schmidt, H. G. (2009). Academic and social integration and study progress in problem based learning. Higher Education, 58(1), 59–69. https://doi.org/10.1007/s10734-008-9181-x
Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction (3rd ed.). Thousand Oaks, CA: SAGE.
Skyrme, G. (2014). Being Chinese or being different: Chinese undergraduates’ use of discourses of Chineseness. Frontiers of Education in China, 9(3), 303–326. doi: 10.3868/s110003-014-0028-x
Strohschneider, S., & Güss, D. (1999). The fate of the Moros: A cross-cultural exploration of strategies in complex and dynamic decision making. International Journal of Psychology, 34(4), 235–252. https://doi.org/10.1080/002075999399873
Terenzini, P. T., & Pascarella, E. T. (1977). Voluntary freshman attrition and patterns of social and academic integration in a university: A test of a conceptual model. Research in Higher Education, 6(1), 25–43. https://doi.org/10.1007/bf00992014
Thayer-Bacon, B. J. (1993). Caring and its relationship to critical thinking. Educational Theory, 43(3), 323–340. https://doi.org/10.1111/j.1741-5446.1993.00323.x
Thornberg, R., & Charmaz, K. (2014). Grounded theory and theoretical coding. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 153-169). London, UK: SAGE Publications.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of educational research, 45(1), 89–125. https://doi.org/10.3102/00346543045001089
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of higher education, 68(6), 599–623. https://doi.org/10.1080/00221546.1997.11779003
Valle, R. C., Normandeau, S., & Gonzalez, G. R. (2015). Education at a glance interim report: Update of employment and educational attainment indicators. Paris: OECD.
de Vita, G. (2001). Learning styles, culture and inclusive instruction in the multicultural classroom: A business and management perspective. Innovations in Education and Teaching International, 38(2), 165–174. https://doi.org/10.1080/14703290110035437
Wissenschaft Weltoffen. (2018). Wissenschaft weltoffen kompakt 2018. Retrieved from http://www.wissenschaftweltoffen.de/kompakt/wwo2018_kompakt_en.pdf
Wu, Q. (2015). Re-examining the “Chinese learner”: A case study of mainland Chinese students’ learning experiences at British universities. Higher Education, 70(4), 753–766. https://doi.org/10.1007/s10734-015-9865-y
Yuen, C.-C., & Lee, S. N. (1994). Applicability of the learning style inventory in an Asian context and its predictive value. Educational and Psychological Measurement, 54(2), 541–549. https://doi.org/10.1177/0013164494054002029
Zhou, J., & Cole, D. (2017). Comparing international and American students: Involvement in college life and overall satisfaction. Higher Education, 73(5), 655–672. https://doi.org/10.1007/s10734-016-9982-2
Zhu, G. (2017). “The Monkey King meets the Spiderman”: Narrative inquiry into Chinese students’ academic socialization experiences in a U.S. university. Frontiers of Education in China, 12(1), 98–119. doi: https://doi.org/10.3868/s110-006-017-0006-6
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Li, H. Academic Integration of Chinese Students in Finland and Germany: A Comparative Perspective. Front Educ China 14, 234–256 (2019). https://doi.org/10.1007/s11516-019-0012-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11516-019-0012-x