UCLA

Using Tinto's retention model while being critical, in this qualitative study, the researcher examined the experience of Chinese doctoral students by conducting continuous formative and summative research in Chinese doctoral students' needs, adjustment problems, academic study, and living experiences in two geographically different U.S. universities, UCLA and Indiana University (IU). In the form of two case studies (Yin, 2003), 15 doctoral students, 5 Chinese Students and Scholars Association (CSSA) organizers, and university administrators at each site have been structurally interviewed. Three other types of data have also been collected, ethnographical observation notes, CSSA website and mailing information analyses, and university documents regarding international students. Using inductive methods, the researcher employed Atlas-ti, a qualitative coding program to analyze the data. As a conclusion, as Hofstede and Bond (1999) stated, American and Chinese cultures represent two extremes of the cultural continuum, with respect to the particular dimensions of culture, such as individualism versus collectivism. Due to considerable cultural differences, the transition from studying in a Chinese academic setting to an American one may suggest great difficulties for Chinese students. This study intends to address policy implications in improving international students' wellbeing in their foreign sojourn by highlighting, for example, how a campus can promote student organizations as a socialization agent for international students regardless of their country of origin.