A Three-Dimensional Multi-World Framework for Examining Cross-Cultural Experiences of International Doctoral Students

Autor/inn/en	Yang, Yibo; MacCallum, Judith
Titel	A Three-Dimensional Multi-World Framework for Examining Cross-Cultural Experiences of International Doctoral Students
Quelle	In: Studies in Continuing Education, 44 (2022) 3, S.493-509 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Yibo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2021.1890569
Schlagwörter	Student Mobility; Cross Cultural Studies; Cross Cultural Training; Foreign Students; Doctoral Students; Study Abroad; Student Experience; Individual Differences + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Cultural comparison; Kulturvergleich; Interkulturelle Orientierung; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Studies abroad; Auslandsstudium; Studienerfahrung; Individueller Unterschied
Abstract	With the trend of student mobility, talented individuals have been pursuing doctoral education opportunities abroad. Prior research addressed specific aspects or challenges of doing a PhD in a cross-cultural context, leaving a need to understand the nature of students' experiences from a holistic perspective. To address the need, this study develops a framework that conceptualises an international doctoral student's research, personal, and social worlds as multi-worlds, highlighting transitions across the worlds that make a difference in student experiences. It also structures the continuous, interactive, and situative nature of study abroad as a three-dimensional space to encompass the multi-worlds and transitions across and over time. Illustrated by one international student's in-depth narrative inquiry, this framework offers both theoretical insights and practical approaches to the comprehensive understanding of PhD abroad experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01