Document Type
Article
Publication Date
Fall 10-2018
College
College of Business Administration
Abstract
Adult global learners (AGLs), particularly those with lack of knowledge or understanding of American culture, often have a difficult time adjusting to academic life in the US. We report on a study conducted to determine impacts of focused interventions to facilitate adaptation and resilience of a cohort of 28 Chinese MBA AGLs at Winthrop University, a Master’s Comprehensive Public University in the Southeastern region of the US. The AGLs were middle and senior managers from the city of Liuzhou, China. Targeted interventions were made to help the Liuzhou AGLs adapt to the rigors, challenge and demands both academically and socially of completing their degree at the University. Preliminary results show that a few key factors influence the academic performance, cultural adaptation, and educational experience of the Liuzhou AGLs. Moreover, the data shows the Liuzhou AGLs have benefited from the tailored intervention program that was implemented by the University to help them gain the most out of their time studying in the US.
Keywords
international graduate students, adult global learners, English language and culture, academic preparation, readiness for campus life in the US
Publication Title
AAACE-CIAE
Digital Commons Citation
Global Learners – Local Adjustments: Examining the Impact of Culture and Education Backgrounds on Academic Readiness, Adaptation and Success of a Cohort of Chinese MBA Students. In M. Boucouvalas (Ed.), Proceedings of the Commission on International Adult Education [CIAE] Pre-Conference, American Association for Adult and Continuing Education [AAACE] Conference, Myrtle Beach, SC.
