Effects of Chinese academic management environments on international students’ academic experiences

Abstract

ABSTRACT International student numbers in China are growing, but limited research considers their academic experiences in China’s higher education system. This qualitative study reveals international students’ experiences regarding academic adaptation and success in China’s two academic management environments: ‘semi-differential’ and ‘differential’. The findings reveal that students’ academic experiences and challenges differ depending on the academic management environment. International students in the ‘semi-differential’ model struggle with adapting to academic knowledge, language proficiency and poorly fitted teaching styles but generally overcome these challenges and achieve academic success owing to push motivations and a more integrated environment. In contrast, the ‘differential’ model allows easy adaptation and graduation but leads to a lack of academic confidence, low levels of responsibility towards education and questioning educational quality. To promote the sustainable development of international education and better support international students, Chinese campuses should enhance their institutional arrangements.