Academic experiences in teaching Chinese international students

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.

Citation

McCrohon, M. and Nyland, B. (2016), "Academic experiences in teaching Chinese international students", Journal of Applied Research in Higher Education, Vol. 8 No. 2, pp. 238-251. https://doi.org/10.1108/JARHE-11-2014-0106