Goode, Matthew Lawson2013-10-142013-10-142013-07https://hdl.handle.net/11299/158181University of Minnesota Ph.D. dissertation. July 2013. Major: Educational Policy and Administration. Advisor: R. Michael Paige. 1 computer file (PDF); x, 140 pages, appendices A-J.Thousands of U.S. faculty travel abroad each year to teach host–country students (George, 1995). This study explores the ‘teach–abroad classroom’, defined as “the teaching and learning processes and interactions between faculty and students” in this learning environment (George, 1987, 1995; Slethaug, 2007). Faculty and student expectations and perceptions of this learning environment are investigated, ‘gaps’ between the faculty and students are identified, and faculty and student responses to cultural differences are assessed. This qualitative study focuses on the case of the China Executive MBA (CHEMBA) Program, a joint offering of the Carlson School of Management, University of Minnesota in the United States and Lingnan (University) College, Sun Yat–sen University in Guangzhou, China. Individual interviews were conducted with Carlson School faculty who teach in the program and with students and graduates of the program. The researcher also formally observed CHEMBA class sessions. Utilizing intercultural competence theory (M. J. Bennett, 1986, 1993; Deardorff, 2008), this study reports findings related to faculty and learner expectations, perceptions, challenges, and responses in the teach–abroad learning environment. Three metaphors are used to represent the key gaps between faculty and students in regard to classroom discussion, the completion of readings for class, and language issues. Recommendations are offered for faculty, learners, and program administrators.en-USChinaExpectationsIntercultural competenceMBATeaching abroadThesis or Dissertation