Understanding international students’ intercultural interaction experiences at Chinese Double-class universities

• In Event: Navigating and negotiating the global higher education internationalization: pathways and tensions in Chinese higher education system

Proposal

Despite the dramatic rise in international student enrolment in Chinese higher education institutions, the intercultural interaction experiences with Chinese students are not adequately reflected in the international literature. The present qualitative study explores the interaction experiences of 30 international students at Chinese double-class universities. This study found that the interaction network structure of international students in China varies from one individual to another, but is generally characterised by strong convergence and low heterogeneity, with the combination being mostly between international students. The majority of international students point out that their relationships with local students are mainly instrumental, i.e. meeting academic requirements and receiving language assistance. Individual characteristics of international students in China have a key influence on intercultural interactions. Those international students in China who have a good knowledge base of intercultural relevance, a high level of Chinese language proficiency and who include interaction in the purpose and meaning of their study abroad are more willing to initiate interactions with Chinese students and have better interaction experiences. At the same time, personal prior intercultural experiences play an important role in intercultural interactions. Feedback from local Chinese students also influences international students' experience of intercultural interaction. In addition, the structural conditions and institutional arrangements of the Chinese universities where they are located have an impact on intercultural interaction, and one of the common problems faced by international students is the lack of opportunities for intercultural interaction with local Chinese students. The article highlights the need to make sense of these complexities in order to understand international students’ intercultural interaction experiences. The implications of improving these experiences are discussed.

Author

• Jiani MA, Beijing Normal University