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Global Higher Education Partnerships: Perceptions of Chinese and Sub-Saharan African Visiting Scholarsof Engagement in US Universities

This paper focuses on the participants’ perceptions of engagement and compares the experiences of visiting scholars from Sub-Saharan Africa and China. We used Mezirow’s (2000) Transformative Learning Theory to explore how the scholars made meaning of their experiences while in the U.S. We employed a qualitative research method and conducted in-depth interviews with visiting scholars from two separate programs. The findings of this study showed that the participants considered their time spent at the U.S. university as a professional development opportunity to help advance their career objectives. Scholars from both groups appreciated the high level of resources available in the U.S.,since it allowed them to increase their research and teaching skills.They aimed to make an impact on their home societies with the knowledge gained abroad. Each set of scholars was interested in building social networks in the U.S. to help propel their career goals. However, Chinese scholars expressed more interest in personal growth and learning English while in the U.S., compared to their Sub-Saharan African counterparts.  
          Keywords: capacity building, Chinese, international visiting scholars, long-term, short-term,Sub-Saharan Africans