While international students in general may find it challenging to adapt to learning styles at US MBA programs and to integrate into the student social life, the adaptation process for Chinese students may be especially difficult. Language and cultural differences, as well as differences between US and Chinese educational systems can be a significant obstacle to the successful education and recruiting experiences of Chinese students.
In this article, ZoomInterviews will share our observations regarding the experience of Chinese students at US MBA programs; explain the main factors leading to these behaviors and offer a number of recommendations to Chinese MBA applicants as well as to the management of US MBA programs.
Language difficulties
Many Chinese students have a level of English that will hold them back from successfully communicating with their classmates and competing effectively for US-based positions. They often find themselves struggling to articulate properly in highly competitive internship or job interviews. This problem is extremely difficult to remedy once a student starts his/her program.
While Chinese students learn english as a second language at school, a lack of practicing what they have learned in the English context significantly reduces their ability and confidence in their English speaking.
Chinese students tend to participate in class discussions less than other students.
Chinese students tend to talk in the classroom less and on average ask fewer questions than other students. This lack of participation can further distance them from their classmates, curtail development of their communication skills and reduce their class participation credit.
There are several cultural factors that can explain the behavior of Chinese students:
Differences in learning styles. While teaching and learning varies from institution to institution and from class to class within an institution, Chinese students reported that, in most of their graduate classes, the lecture was the only instructional method and students seldom participated in the instructional process. Their Chinese professors "decided everything as the semester was going" and the students were seldom involved in the instructional process. Lack of "participation" culture and experience can explain less active behavior of Chinese students in the class1. On the other hand, class participation and discussions, as well as asking questions is encouraged in US classrooms.
Concerns about losing face. Many Chinese students reported that they preferred keeping silent in class, not only as a result of their English but also because, as they explained, they were afraid to make mistakes. To avoid losing face, Chinese students prefer thinking carefully about the topic before answering the questions or participating in group discussions. "Long silences in the classroom may not indicate that students are refusing to participate, but that they may be thinking about the answers and need more encouragement from the instructors"1. In the US, asking questions and showing imperfect knowledge of the subject of discussion is not considered a problem. The attitude of professors is that a classroom is a place to learn, to ask questions and to communicate ideas. It's not a one-way process of transferring information but rather, sharing of ideas and learning from each other in the process.
Favoring listening over talking. There are many traditional Chinese sayings that favor listening over talking. For example, "Silence is golden". The more you talk, the less you hear. Chinese believe that if one can be quiet and listen to others, one can learn best. Therefore, the ability to keep quiet, or remain silent, is a virtue that is as important as gold2. As we mentioned before, the US educational system values the exchange of ideas and active speaking during the class.
Social isolation
While virtually all international students from a given country tend to over-socialize with their fellow countrymen (i.e. they spend a disproportionate amount of time with those from their own country and speak their native language), Chinese students as a group tend to do this to a very high degree. This slows down their acculturation to US business and social norms and their ability to effectively navigate their job search within this context.
Chinese students don't have common topics to talk about with their American classmates. While language difficulties partly explain the lack of communication between Chinese and US students, there is an additional factor explaining this phenomenon. Many Chinese students come to the US unprepared and don't have enough knowledge of American culture, social aspects of US life and daily events to serve as topics for discussions. They don't know about what to talk with their US classmates and therefore find it more difficult to integrate socially. Not knowing what to talk about may keep them quiet for a long time.
Differences in non-verbal communication. Even if the conversation starts, sometimes it cannot be carried long due to the misunderstanding of each other's nonverbal communications. For example, to show respect to each other, Chinese do not look directly into people's eyes when they talk. A western person may consider that the Chinese student is being rude or is not interested in the topic2.
Not utilizing all available resources.
Chinese students can effectively assist each other with their studies and job searches. However, they may not fully utilize the career services that their school offers. Culturally speaking, Chinese tend to be hesitant when asking for help from non-Chinese people, which can put them at a disadvantage compared to their classmates who will fully utilize all school resources. This lack of resourcefulness might be partially attributed to not being familiar with the nuanced and sophisticated MBA job search.
Relying on each other and not asking for external support can further limit their understanding of the US interviewing and recruiting process of Chinese students. For example, Chinese students may not be accustomed to the heavy networking that usually accompanies the MBA-level job search and will find it very difficult to adapt to networking processes without relying on guidance of their US classmates or career services.
One consequence of limited knowledge of the US recruiting process is a trend among Chinese students to focus on a limited number of functional areas (e.g. consulting and banking) where they think they have the most chance of landing a job, particularly in the US. This is regardless of whether or not they think they will enjoy the work or if it fits with their long-term career goals. If Chinese students who focused on consulting and banking do not find an internship in either of these functional areas during on-campus recruiting, they may struggle with how to source other opportunities that would fit their career.
Chinese students could consider the following steps in order to improve their educational and recruiting experience in the US.
Improving language skills in advance. Try to improve your English proficiency as much as possible before the school starts. Practice English as much as possible and get exposed to the English language through a variety of sources (e.g., TV, newspapers, internet, movies, etc.).
Speaking in English is more important than avoiding grammar mistakes. Your teachers and classmates will understand that you came from different country and will be patient with your less than perfect communication.
Understand the differences between Chinese and US non-verbal communication. Familiarize yourself with US non verbal communication. Such mistakes as not having good eye contact with your American counterpart can cost you a job.
Don't be afraid to speak in class even if there is a chance that you will provide a wrong answer. US schools value individual opinions, and both your classmates and professors will not consider a wrong answer as losing face. Contrarily, they may be more offended by your silence.
Familiarize yourself with US daily news and events. Learn about US culture by reading daily US newspapers, watching popular TV programs and learning about sports popular in the US. Be prepared to manage a discussion on these topics with your US classmates.
Socialize with your American friends as much as possible. They want to learn more about your country and be open to communication with your US classmates and friends.
Ask career services and your classmates to guide you through the US recruiting process. Explain to them how the job search and interviewing process works in China and ask them to explain how the process you are familiar with is different from the one accepted in the US. Ask about US interviewing styles, networking practices and other nuances of the US recruiting process, such as managing intelligent small talk and writing thank you notes.
On their side, business schools should pay more attention to the cultural differences between US and Chinese students and develop educational materials and workshops to help to Chinese students better integrate into their academic life and recruiting. Business schools should be aware of specifics of Chinese culture and address the most important cultural differences to ensure the success of Chinese students. For example, cultural obstacles for class participation such as concerns about "losing face," overemphasizing of listening over speaking, specifics of non-verbal communication and specifics of the US recruiting and networking processes should all be addressed.
1. Understanding Chinese International Graduate Students' Adaptation to Learning in North America: A Cultural Perspective, Zhongheng Zhang Huazhong University of Science and Technology, Juan Xu Brock University, 2007
2. "Why don't they participate?", A study of the Chinese graduate students' classroom involvement in North American, Faculty of Education, Brock University
In this article, ZoomInterviews will share our observations regarding the experience of Chinese students at US MBA programs; explain the main factors leading to these behaviors and offer a number of recommendations to Chinese MBA applicants as well as to the management of US MBA programs.
Language difficulties
Many Chinese students have a level of English that will hold them back from successfully communicating with their classmates and competing effectively for US-based positions. They often find themselves struggling to articulate properly in highly competitive internship or job interviews. This problem is extremely difficult to remedy once a student starts his/her program.
While Chinese students learn english as a second language at school, a lack of practicing what they have learned in the English context significantly reduces their ability and confidence in their English speaking.
Chinese students tend to participate in class discussions less than other students.
Chinese students tend to talk in the classroom less and on average ask fewer questions than other students. This lack of participation can further distance them from their classmates, curtail development of their communication skills and reduce their class participation credit.
There are several cultural factors that can explain the behavior of Chinese students:
Differences in learning styles. While teaching and learning varies from institution to institution and from class to class within an institution, Chinese students reported that, in most of their graduate classes, the lecture was the only instructional method and students seldom participated in the instructional process. Their Chinese professors "decided everything as the semester was going" and the students were seldom involved in the instructional process. Lack of "participation" culture and experience can explain less active behavior of Chinese students in the class1. On the other hand, class participation and discussions, as well as asking questions is encouraged in US classrooms.
Concerns about losing face. Many Chinese students reported that they preferred keeping silent in class, not only as a result of their English but also because, as they explained, they were afraid to make mistakes. To avoid losing face, Chinese students prefer thinking carefully about the topic before answering the questions or participating in group discussions. "Long silences in the classroom may not indicate that students are refusing to participate, but that they may be thinking about the answers and need more encouragement from the instructors"1. In the US, asking questions and showing imperfect knowledge of the subject of discussion is not considered a problem. The attitude of professors is that a classroom is a place to learn, to ask questions and to communicate ideas. It's not a one-way process of transferring information but rather, sharing of ideas and learning from each other in the process.
Favoring listening over talking. There are many traditional Chinese sayings that favor listening over talking. For example, "Silence is golden". The more you talk, the less you hear. Chinese believe that if one can be quiet and listen to others, one can learn best. Therefore, the ability to keep quiet, or remain silent, is a virtue that is as important as gold2. As we mentioned before, the US educational system values the exchange of ideas and active speaking during the class.
Social isolation
While virtually all international students from a given country tend to over-socialize with their fellow countrymen (i.e. they spend a disproportionate amount of time with those from their own country and speak their native language), Chinese students as a group tend to do this to a very high degree. This slows down their acculturation to US business and social norms and their ability to effectively navigate their job search within this context.
Chinese students don't have common topics to talk about with their American classmates. While language difficulties partly explain the lack of communication between Chinese and US students, there is an additional factor explaining this phenomenon. Many Chinese students come to the US unprepared and don't have enough knowledge of American culture, social aspects of US life and daily events to serve as topics for discussions. They don't know about what to talk with their US classmates and therefore find it more difficult to integrate socially. Not knowing what to talk about may keep them quiet for a long time.
Differences in non-verbal communication. Even if the conversation starts, sometimes it cannot be carried long due to the misunderstanding of each other's nonverbal communications. For example, to show respect to each other, Chinese do not look directly into people's eyes when they talk. A western person may consider that the Chinese student is being rude or is not interested in the topic2.
Not utilizing all available resources.
Chinese students can effectively assist each other with their studies and job searches. However, they may not fully utilize the career services that their school offers. Culturally speaking, Chinese tend to be hesitant when asking for help from non-Chinese people, which can put them at a disadvantage compared to their classmates who will fully utilize all school resources. This lack of resourcefulness might be partially attributed to not being familiar with the nuanced and sophisticated MBA job search.
Relying on each other and not asking for external support can further limit their understanding of the US interviewing and recruiting process of Chinese students. For example, Chinese students may not be accustomed to the heavy networking that usually accompanies the MBA-level job search and will find it very difficult to adapt to networking processes without relying on guidance of their US classmates or career services.
One consequence of limited knowledge of the US recruiting process is a trend among Chinese students to focus on a limited number of functional areas (e.g. consulting and banking) where they think they have the most chance of landing a job, particularly in the US. This is regardless of whether or not they think they will enjoy the work or if it fits with their long-term career goals. If Chinese students who focused on consulting and banking do not find an internship in either of these functional areas during on-campus recruiting, they may struggle with how to source other opportunities that would fit their career.
Chinese students could consider the following steps in order to improve their educational and recruiting experience in the US.
Improving language skills in advance. Try to improve your English proficiency as much as possible before the school starts. Practice English as much as possible and get exposed to the English language through a variety of sources (e.g., TV, newspapers, internet, movies, etc.).
Speaking in English is more important than avoiding grammar mistakes. Your teachers and classmates will understand that you came from different country and will be patient with your less than perfect communication.
Understand the differences between Chinese and US non-verbal communication. Familiarize yourself with US non verbal communication. Such mistakes as not having good eye contact with your American counterpart can cost you a job.
Don't be afraid to speak in class even if there is a chance that you will provide a wrong answer. US schools value individual opinions, and both your classmates and professors will not consider a wrong answer as losing face. Contrarily, they may be more offended by your silence.
Familiarize yourself with US daily news and events. Learn about US culture by reading daily US newspapers, watching popular TV programs and learning about sports popular in the US. Be prepared to manage a discussion on these topics with your US classmates.
Socialize with your American friends as much as possible. They want to learn more about your country and be open to communication with your US classmates and friends.
Ask career services and your classmates to guide you through the US recruiting process. Explain to them how the job search and interviewing process works in China and ask them to explain how the process you are familiar with is different from the one accepted in the US. Ask about US interviewing styles, networking practices and other nuances of the US recruiting process, such as managing intelligent small talk and writing thank you notes.
On their side, business schools should pay more attention to the cultural differences between US and Chinese students and develop educational materials and workshops to help to Chinese students better integrate into their academic life and recruiting. Business schools should be aware of specifics of Chinese culture and address the most important cultural differences to ensure the success of Chinese students. For example, cultural obstacles for class participation such as concerns about "losing face," overemphasizing of listening over speaking, specifics of non-verbal communication and specifics of the US recruiting and networking processes should all be addressed.
1. Understanding Chinese International Graduate Students' Adaptation to Learning in North America: A Cultural Perspective, Zhongheng Zhang Huazhong University of Science and Technology, Juan Xu Brock University, 2007
2. "Why don't they participate?", A study of the Chinese graduate students' classroom involvement in North American, Faculty of Education, Brock University
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