Phenomenological study of Chinese students' academic and social integration on campus

My study used phenomenology as a methodological framework and Tinto's academic and social integration model as a theoretical framework to examine Chinese students' academic and social experiences on college campuses. I explored how Chinese students were academically and socially integrated, and the extent to which their academic and social integration affected their persistence, as well as their development in college.;Comparing Chinese students in China with Chinese students in America, my study found that academic integration was more influential than social integration in Chinese students' development and persistence in college. Both Chinese students in China and Chinese students in America showed their academic and career orientations in choosing their program of study and their determination to perform well academically. Differences were found between Chinese students in China and Chinese students in America: Chinese students in China are more socially integrated in college, while Chinese students in America are more academically integrated.;Differences were also found between graduate students and college students in both groups. Specifically, graduate students in both countries were more involved in academic activities, while undergraduate students were more involved in social activities. Chinese undergraduate students in America reported more social integration than did Chinese graduate students in America. Implications of the study were discussed. Based on the findings, suggestions were made to higher education and student affairs professionals both in China and in America, regarding what each might do to enhance Chinese students' learning experiences on campus.