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This study explored individual strengths and group assets among 31 Chinese international students using an Appreciative Education framework to identify areas where support may be needed during their transition to U.S. higher education. Using a mixed methods approach involving surveys, interviews and focus groups, five interconnected themes were uncovered, reflecting the complex nature of the transition process. It also was found that while culture, motivation and commitment, and familial support were perceived as main group assets, students’ individual strengths differed widely. The findings led to insights and recommendations for higher education professionals working with Chinese international students specifically, and offered approaches to better understand and support targeted groups of international students.