The number of students participating in international education is continuously rising. In particular, mainland China has been sending the greatest number of international students to the United States for the past six years. There is however a limited amount of research conducted on the impact of international education on the Chinese. This paper discusses the findings of a qualitative study conducted as part of the requirements of a doctoral program.To understand how the merging of the East and West through international education affects human beings and social systems across the world, a grounded theory methodology study was conducted in mainland China. This study explored the leadership practices of US-educated Chinese organizational leaders. Research participants included professionals in various sectors, such as higher education, finance, trade, and entertainment. Findings from this study included the multi-dimensional educational experiences of the Chinese students, many of whom at the time of their study abroad program had not previously been outside of China. These experiential learning outcomes were linked to certain organizational behaviors that reflect authentic cross-cultural leadership in these repatriated international students. In contrast to transaction-based cross-cultural code switching, the participants of this study exhibited unique bridging behaviors that indicated a more transformational direction.
Maria Martinez, California State Polytechnic University, United States
Stream: Education for intercultural communication
This paper is part of the IICEHawaii2017 Conference Proceedings (View)
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