Despite a recent decline in enrollment (Saul, 2018; Varn, 2018), the number of international students in U.S. universities is still significant. According to The Wall Street Journal, there are 85 percent more international students...
moreDespite a recent decline in enrollment (Saul, 2018; Varn, 2018), the number of international students in U.S. universities is still significant. According to The Wall Street Journal, there are 85 percent more international students enrolled today in U.S. schools than 10 years ago, adding more than 35 billion dollars to the nation’s economy in 2015 (Belkin & Purnell, 2017). Chinese students represent the largest single group among these students, and globalization has played an important role in impacting Chinese students’ perceptions of what it means to study in the U.S. This qualitative study adds to the limited research available regarding Chinese students’ cross-cultural transition and academic adaptation to U.S. universities (Kusek, 2015; Yan & Berliner, 2009). Findings add a new perspective regarding the students’ perceptions and expectations in China, compared to their true experiences in the U.S. universities. Results show that, despite significant barriers, Chinese students are eventually able to transition and adapt to the new surroundings. Implications of findings can help in the development of effective strategies and programs to facilitate these students’ transition and adaptation in U.S. higher education institutions. From a business perspective, better adjustment and transition means increased enrollment in U.S. colleges and universities; thus, added value to both the higher educational system and the nation’s economy.
