A Phenomenological Study on International Doctoral Students' Acculturation Experiences at a U.S. University

Autor/in	Campbell, Throy A.
Titel	A Phenomenological Study on International Doctoral Students' Acculturation Experiences at a U.S. University
Quelle	In: Journal of International Students, 5 (2015) 3, S.285-299 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Phenomenology; Doctoral Programs; Student Experience; Foreign Students; Acculturation; Educational Environment; Study Abroad; Prior Learning; Interaction; Family Relationship; Student Attitudes; Student Educational Objectives; Interpersonal Relationship; Participant Characteristics; Questionnaires; Semi Structured Interviews; Teacher Student Relationship; Peer Relationship; Supervisor Supervisee Relationship; Socialization; Family Role; Qualitative Research + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Doktorandenprogramm; Studienerfahrung; Akkulturation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studies abroad; Auslandsstudium; Vorkenntnisse; Interaktion; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Fragebogen; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Socialisation; Sozialisation; Qualitative Forschung
Abstract	A phenomenological method was used to analyze ten international doctoral students' description of their lived experiences at a United States (U.S.) university. The analysis was based on the theoretical premise of how students acculturate to their new educational settings. Three broad overlapping themes emerged: (1) participants' past experiences that influenced their desire to study in the U.S.; (2) participants' interactions within academic and non-academic settings; and (3) the role of family relationships during their studies within the U.S. The study revealed that the students: were optimistic about the societal opportunities from studying in the U.S., were appreciative of their interaction with instructors, had inadequate relationship with supervising professors, participated in limited social activity outside of academic settings, and made adjustment to family relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01