ABSTRACT

This study examines the learning experiences of government-sponsored second-year international accounting students at a host university in New Zealand. There is an expectation that being financially advantaged, government-sponsored students should navigate better in the new learning environment. Nonetheless, the results show that they experienced the typical situational challenges faced by other international students in foreign universities. These challenges were so significant that were not even mitigated by having scholarships or previous excellent academic records. The implicit expectation is for the home institution and government sponsor to have a pro-active role in collaborating with the host university in the foreign country to provide pre- and post-departure support. Academic adjustment is a gradual process; thus, future research may include international students at different stages of study to better understand their coping strategies and their relationships with academic achievements.

摘要

本研究调查了新西兰一所主办大学政府资助的国际会计专业二年级学生的学习经历。人们期望在经济上有优势、受政府资助的学生应该在新的学习环境中更好地适应。尽管如此，结果表明他们经历了外国大学其他国际学生面临的典型情境挑战。这些挑战是如此重大，甚至无法通过获得奖学金或以前的优秀学习成绩来缓解。隐含的期望是母校和政府赞助商在与外国主办大学的合作中发挥积极作用，提供出发前和出发后的支持。学业调整是一个渐进的过程；因此，