Learning Experience and Perceived Competencies of Doctoral Students in Hong Kong

Autor/in	Jung, Jisun
Titel	Learning Experience and Perceived Competencies of Doctoral Students in Hong Kong
Quelle	In: Asia Pacific Education Review, 19 (2018) 2, S.187-198 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-018-9530-0
Schlagwörter	Learning Experience; Competence; Graduate Students; Doctoral Programs; Foreign Countries; Student Attitudes; Supervision; Case Studies; Questionnaires; Comparative Analysis; Regression (Statistics); Educational Environment; Informal Education; Professional Development; Hong Kong + Suchen Sie Ihr Suchwort? Lernerfahrung; Kompetenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Ausland; Schülerverhalten; Case study; Fallstudie; Case Study; Fragebogen; Regression; Regressionsanalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Informelle Bildung; Nichtformale Bildung; Hongkong
Abstract	This study focuses on doctoral students' professionalisation as future academics across academic disciplines, using a Hong Kong research-oriented university as a case study. Doctoral students acquire the norms, knowledge/skills, and values required for the academic profession through their learning experiences. The study aims to explore how doctoral students perceive their professional competences and what are the major factors of learning experiences influencing perceived competencies among them. Data collection of the study is based on a questionnaire designed by international team members in a previous project entitled "A Comparative Study of Doctoral Education in Asian Flagship Universities." Drawing on data from 490 respondents in Hong Kong, the current study uses descriptive and regression analyses to examine and compare the factors influencing doctoral students' perceived competencies in terms of tasks, ideas and attitudes. The results show that the competencies of doctoral students are influenced by various factors, such as curricula, supervision style and learning culture. Overall, the study suggests that the formal and informal learning experiences of doctoral students must be carefully designed and implemented to foster the development of their professional knowledge, skills and values. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01