Transitions across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

Autor/inn/en	Yang, Yibo; MacCallum, Judith
Titel	Transitions across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields
Quelle	In: Journal of Studies in International Education, 26 (2022) 5, S.535-552 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Yibo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/10283153211016266
Schlagwörter	Student Adjustment; Foreign Students; Longitudinal Studies; Doctoral Students; STEM Education; Doctoral Programs; Asians; Educational Experience; Guidelines; Student Attitudes; Cultural Differences; Study Abroad; Student Characteristics; Foreign Countries; China; Australia + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; STEM; Asian; Asiat; Asiatin; Asiaten; Asiate; Bildungserfahrung; Richtlinien; Schülerverhalten; Kultureller Unterschied; Studies abroad; Auslandsstudium; Ausland; Australien
Abstract	In the context of internationalization, this longitudinal qualitative study explores the diverse and challenging experiences of Chinese international doctoral students in science, technology, engineering, and mathematics. The endeavor is to identify factors that facilitate or constrain their successful completion of a PhD abroad over time. By incorporating a three-dimensional multi-world conceptual framework that highlights the relationship between an individual's research, personal, and social worlds, this study identified six patterns of congruence or difference across the worlds and the corresponding transitions, illustrated with narratives for each pattern. Evidence shows that congruence of an individual's multi-worlds facilitates, but difference does not necessarily mean constraint when differences are respected, understood, and accommodated. Rather, it is how the transitions are negotiated that is important for the success of transnational and transcultural PhD study. This article contributes a conceptual framework, empirical evidence, and practical implications to the understanding of doctoral study abroad experiences. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01