Abstract

There are many reasons for faculty to seek teaching experience in a country outside of their home institution. Education is just one more industry in a global economy. Foreign nationals are increasingly enrolling in our universities. Textbooks enjoy a multinational audience. Many of the experiences and examples used in classrooms are grounded in multinational organizations. Business students today must understand how business is conducted on the world stage. Two issues show up as learning objectives in many U.S. schools: critical thinking and communication. A casual conversation among U.S. faculty often shows they believe Chinese students may be proficient in memorization but lack critical thinking skills. Another perception is that Chinese students do not actively share ideas and debate positions as they meet in teams but simply copy the solution. The purpose of this research is to test those assumptions by surveying U.S. faculty who have taught in China. Questions will address student critical thinking skills, participation, as well as instructor effort required to teach these skills in China.

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