"Bridging the Gaps": A Case Study of Faculty and Student Expectations, Perceptions, Challenges, and Responses in the Chinese "Teach-Abroad" Learning Environment

Autor/in	Goode, Matthew Lawson
Titel	"Bridging the Gaps": A Case Study of Faculty and Student Expectations, Perceptions, Challenges, and Responses in the Chinese "Teach-Abroad" Learning Environment
Quelle	(2013), (153 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Minnesota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-2775-6
Schlagwörter	Hochschulschrift; Dissertation; Learning Processes; College Faculty; College Students; Qualitative Research; Masters Programs; Business Administration Education; Interviews; Foreign Countries; Student Attitudes; Cultural Awareness; International Educational Exchange; Teacher Student Relationship; Management Development; Partnerships in Education; Expectation; Figurative Language; Administrator Attitudes; Cultural Differences; Second Languages; Classroom Communication; Reading Assignments; Intercultural Communication; China; Minnesota + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning process; Lernprozess; Fakultät; Collegestudent; Qualitative Forschung; Magister course; Magisterstudiengang; Interviewing; Interviewtechnik; Ausland; Schülerverhalten; Cultural identity; Kulturelle Identität; Internationaler Austausch; Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulpartnerschaft; Expectancy; Erwartung; Kultureller Unterschied; Second language; Zweitsprache; Klassengespräch; Interkulturelle Kommunikation
Abstract	Thousands of U.S. faculty travel abroad each year to teach host-country students (George, 1995). This study explores the "teach-abroad classroom", defined as "the teaching and learning processes and interactions between faculty and students" in this learning environment (George, 1987, 1995; Slethaug, 2007). Faculty and student expectations and perceptions of this learning environment are investigated, "gaps" between the faculty and students are identified, and faculty and student responses to cultural differences are assessed. This qualitative study focuses on the case of the China Executive MBA (CHEMBA) Program, a joint offering of the Carlson School of Management, University of Minnesota in the United States and Lingnan (University) College, Sun Yat-sen University in Guangzhou, China. Individual interviews were conducted with Carlson School faculty who teach in the program and with students and graduates of the program. The researcher also formally observed CHEMBA class sessions. Utilizing intercultural competence theory (M. J. Bennett, 1986, 1993; Deardorff, 2008), this study reports findings related to faculty and learner expectations, perceptions, challenges, and responses in the teach-abroad learning environment. Three metaphors are used to represent the key gaps between faculty and students in regard to classroom discussion, the completion of readings for class, and language issues. Recommendations are offered for faculty, learners, and program administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01