Choices and challenges : Chinese graduate students'transitional issues at a Canadian university

The purpose of this study was to identify reasons why Chinese graduate students chose one Canadian university in which to study and to examine the transitional issues they encountered. Based on post-positivistic epistemology as the philosophical foundation, Creswell’s (2002) triangulation design in mixed methods research was employed. Fifty-one Chinese graduate students registered in master or doctoral programs at the university responded to an online survey that collected quantitative and qualitative data. Excel and SPSS (18.0) were employed to analyze the quantitative data. Descriptive statistics (means, standard deviations, frequencies, and percentages) were utilized to examine the participants’ transitional issues. Qualitative data were analyzed to develop major themes in relation to the participants’ reasons for choosing this university in which to study and the transitional issues. Trustworthiness of the study was discussed from both qualitative and quantitative perspectives. The findings showed that the participants came to study at this university in Canada because of academic reasons, such as high-quality academic programs, research focus, competent faculty members, appropriate admission requirements, world-recognized degrees, and the opportunity to practice English. When studying in their academic programs, they encountered difficulties with listening, speaking, and academic writing in English. They also encountered difficulties in understanding academic readings, seeking advice, course work, and lack of resources. In their daily lives, the students encountered loneliness, isolation, lack of communication due to different cultures, financial issues, and accommodation problems. i ACKNOWLEDGEMENTS I wish to acknowledge and thank Dr. Sheila Carr-Stewart’s contribution to my dissertation. As my supervisor, Dr. Sheila Carr-Stewart provided me with valuable comments, suggestions, and insights regarding my dissertation research and writing. I would also like to thank Dr. Kapoor from the Department of Educational Policy Studies, Faculty of Education at the University of Alberta who served as the external examiner for my dissertation. Dr. Kapoor’s comments and suggestions were appreciated. A sincere thank you is extended to my Advisory Committee: Drs. Geraldine Balzer, Patrick Renihan, Keith Walker, and Hongming Cheng, chair of my final oral defense. In addition, I want to thank Drs. Ivan Kelly and Warren Noonan for their academic guidance and support throughout the dissertation process. The support of the International Student Office at the University of Saskatchewan in facilitating my research and the support of the Chinese graduate students who participated in my research were essential facets of my work and crucial to the completion of my dissertation. Furthermore, I wish to thank the Saskatoon Chinese community for their support during my studies at the University of Saskatchewan. To friends, fellow students, and all those who supported me during my doctoral journey, I wish to extend my sincere thanks. My deep appreciation is extended to my parents and parents-in-law for their patience and understanding. Finally, my special thanks to my lovely wife Meng Li (Lemon) for her continued support both academically and in my daily life. ii TABLE OF CONTENTS Page CHAPTER ONE: CONTEXT, FOCUS, AND FRAMING . 1 Context.1 Chinese Students Studying Abroad.3 Canada: Chinese International Student Enrolment.5 The Researcher’s Story.8 Purpose of the Study.9 Significance of the Study.10 Assumptions.11 Delimitations of the Study.12 Limitations of the Study.12 Definition of Terms.13 Organization of the Dissertation.14 CHAPTER TWO: LITERATURE REVIEW.16 Factors Affecting International Students’ University Selection.16 Academic Factors.16 Non-Academic Factors.20 International Students’ Transitional Issues.23 English Language Difficulties.23 Academic Adjustment.26 Social Adaptation.33 Canadian Policies and Universities’ Practices Related to International Students.38 Conceptual Framework.41 Summary.42 CHAPTER THREE: RESEARCH DESIGN.44 Purpose of the Study.44 Research Design.45 Participants.46 Purposeful Sampling.47 Justification for Using an Online Survey.48 Adaptation of the Online Survey.50 Description of the Online Survey.54 Pilot.57 Data Collection.59 Data Analysis.59 Data Presentation.61 Trustworthiness.61 Ethical Considerations.66 iii Summary.67 CHAPTER FOUR: DATA ANALYSIS AND FINDINGS.68 Reasons for Choosing this Canadian University.76 Transitional Issues Encountered by Participants . 81 English Language Difficulties.82 Academic Adjustment.92 Social Adaptation.101 Summary.110 CHAPTER FIVE: SUMMARY OF STUDY, DISCUSSION, IMPLICATIONS, AND CONCLUSION.112 Summary of Study.112 Discussion.116 Implications for Research and Practice.123 Conclusion.129 REFERENCES.135 APPENDIX A.152 APPENDIX B.154 APPENDIX C.156 APPENDIX D.169