Western faculty members' cross-border lived experiences

Xin Bu, Bill McCaw, Patty Kero

Research output: Contribution to journalArticlepeer-review

Abstract

Universities in China and the United States have been engaged in cross-border education through partnerships establishing international branch campuses (IBCs). This qualitative study used Moustakas’s (1994) strategy of inquiry as a framework and explored Western faculty members’ cross-border lived experiences at IBCs in China. IBCs in this study were coestablished by American universities and their Chinese partners. The central research question that guided this study asked about the lived experiences of Western faculty members at IBCs in China. This study purposefully selected 14 participants and data were collected through semistructured, one-on-one, face-to-face interviews. Moustakas’s (1994) seven-level method of analysis involving a process of meaning reduction was followed. The essence of the participants’ lived experiences described two components: value and adjustment. Findings from this study are valuable for leaders to rethink how to better support Western faculty in this joint higher education venture.

Original languageEnglish
Article number3
JournalHigher Learning Research Communications
Volume10
Issue number1
DOIs
StatePublished - 2020

Keywords

  • International branch campus (IBC)
  • Lived experiences
  • Partnership
  • Transnational education
  • Western faculty members

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