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Chinese university faculty members' visiting experience and professional growth in American universities

We empirically investigated Chinese university faculty members’ visiting experience and professional growth in American universities. The major data source was qualitative semistructured interviews with 30 Chinese faculty members in the arts, engineering, natural sciences, and social sciences disciplines. The results showed that, despite challenges in preparation, language, and different academic cultures, Chinese visiting scholars were capable of navigating their host programs and achieving professional growth as they moved from peripheral to central participation in their academic community. We also critically discussed how Chinese visiting scholars’ academic experience in the United States can be improved, and cast light on the globalization of higher education.