Developing Skills and Disposition for Lifelong Learning: Acculturative Issues Surrounding Supervising International Doctoral Students in New Zealand Universities

Autor/in	Li, Mingsheng
Titel	Developing Skills and Disposition for Lifelong Learning: Acculturative Issues Surrounding Supervising International Doctoral Students in New Zealand Universities
Quelle	In: Journal of International Students, 6 (2016) 3, S.740-761 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Lifelong Learning; Acculturation; Mentors; Supervisor Supervisee Relationship; Graduate Students; Student Attitudes; English (Second Language); Second Language Learning; Transformative Learning; Foreign Students; Cultural Awareness; Intercultural Communication; Critical Thinking; Foreign Countries; Role Perception; Interviews; Barriers; Qualitative Research; New Zealand + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Akkulturation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Pädagogische Transformation; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Kritisches Denken; Ausland; Role conception; Rollenverständnis; Interviewing; Interviewtechnik; Qualitative Forschung; Neuseeland
Abstract	This study examines the acculturative challenges facing non-English speaking background (NESB) international doctoral students in the process of discipline enculturation. Twenty NESB doctoral students at three New Zealand universities from eleven countries participated in the semistructured interviews. The study has found that their transformative learning was the result of happiness, joy, success, and transformative disposition for lifelong learning as well as various challenges, plights and hardships. The dynamic interplay of the dichotomy fosters their intercultural competence, critical thinking, research skills, independence, and academic scholarships, and prepares them for new challenges and multiple academic demands. It is argued that developing capacities and disposition for lifelong learning should be facilitated through disciplinary enculturation, skills development, familiarity with academic conventions, and effective mentoring and healthy supervisor-supervisee relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01