Chinese Doctoral Students’ Perceptions of Their University Instructors in the United States

This study examines Chinese doctoral students’ perceptions regarding their U.S. university instructors’ academic and interactive behaviors. The author interviewed ten Chinese doctoral students from two universities in the Midwest. Participants discussed their instructors’ academic behaviors, including pedagogical knowledge, instruction, and engagement, and their interactive behaviors, including openness, availability, and respect for students. Participants compared instruction and teaching between U.S. universities and universities in China. In general, all ten participants were quite satisfied with instructors in U.S. universities. This study addresses implications for research, Chinese students and their U.S. instructors, and university administrators

This study examines Chinese doctoral students’ perceptions regarding their U.S. university instructors’ academic and interactive behaviors. The author interviewed ten Chinese doctoral students from two universities in the Midwest. Participants discussed their instructors’ academic behaviors, including pedagogical knowledge, instruction, and engagement, and their interactive behaviors, including openness, availability, and respect for students. Participants compared instruction and teaching between U.S. universities and universities in China. In general, all ten participants were quite satisfied with instructors in U.S. universities. This study addresses implications for research, Chinese students and their U.S. instructors, and university administrators