A phenomenological study revealed three distinct but interrelated transition types experienced by Chinese Undergraduate students at American colleges.
The research, conducted by Celia Liu, performed an investigation on the cross-cultural social interactions among two groups of students: the Chinese international students and the U.S. domestic students.
Growing or sustaining international student enrollment requires enhancing the student experience and supporting their success, according to the recent article titled “12 Strategies for Building a Capacity for International Graduate Student Career Success.” The article co-authored by Rahul Choudaha and Di Hu was published in the Spring 2017 issue of NAGAP Perspectives.
Many international students dread or even fear class participation. Here is a five-step approach by Di Hu from an intercultural perspective.
At the 2017 annual AIEA conference in Washington, DC, Di Hu, co-founder of interEDGE, will chair a session entitled “Intercultural Strategies for Enhancing Campus Inclusion and Student Success” on February 22nd.
The commonly known challenges for Chinese students include social barriers, campus integration, and career development. To battle these three challenges, intercultural competence stands as one key solution.
International students are advised to attend networking events, request informational interviews, and to connect with alumni and many others. However, these networking approaches are not working as magically as we had hoped. What is the problem?
Here is the summary of the recent book “From Departing to Achieving: Keys to Success for International Students in U.S. Colleges and Universities” by Ye He, Bryant L. Hutson, Michael J. Elliott and Jennifer L. Bloom. The book provides a strengths-based approach for international students to achieve their goals.
The ways people provide feedback differ in various cultures. Two simple and spot-on tips can help you accurately understand the feedback from your American manager and successfully solicit the constructive criticism.
The articles applies the first models from “the Culture Map” to highlight a few cross-culture communication mistakes and make recommendations to international students on how to improve their communication skills.