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

Abstract

This study examines Chinese doctoral students’ perceptions regarding their U.S. universityinstructors’ academic and interactive behaviors. The author interviewed ten Chinese doctoralstudents from two universities in the Midwest. Participants discussed their instructors’academic behaviors, including pedagogical knowledge, instruction, and engagement, andtheir interactive behaviors, including openness, availability, and respect for students.Participants compared instruction and teaching between U.S. universities and universities inChina. 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.