Academic Experiences of International PhD Students in Australian Higher Education: From an EAP Program to a PhD Program

Autor/inn/en	Son, Jeong-Bae; Park, Sang-Soon
Titel	Academic Experiences of International PhD Students in Australian Higher Education: From an EAP Program to a PhD Program
Quelle	In: International Journal of Pedagogies and Learning, 9 (2014) 1, S.26-37 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1833-4105
DOI	10.1080/18334105.2014.11082017
Schlagwörter	Graduate Students; Doctoral Programs; Educational Quality; Foreign Students; International Education; Higher Education; Second Language Learning; English (Second Language); Foreign Countries; Cultural Differences; Educational Experience; Barriers; Student Attitudes; Student Adjustment; Educational Finance; Cognitive Style; Critical Thinking; Supervisors; Teacher Student Relationship; College Faculty; English for Academic Purposes; Questionnaires; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Quality of education; Bildungsqualität; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Kultureller Unterschied; Bildungserfahrung; Schülerverhalten; Adjustment; Schüler; Schülerin; Adaptation; Bildungsfonds; Cognitive styles; Kognitiver Stil; Kritisches Denken; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Fragebogen; Australien
Abstract	For the last few decades, Australia has played a pivotal role in the supply of quality education to international students and other educational industries associated with them. In the higher education sector, in particular, international PhD student numbers continue to increase. However, the limited availability of resources for the students and the lack of investigation concerning the students indicate that there is a need for both higher education providers and other related stakeholders to understand and take into account the difficulties and challenges of international PhD students and their implications in the Australian academic context. While learning a new academic culture in a new country, international PhD students meet situations where they have to deal with a range of language problems, cultural differences and personal matters. The study reported in this article explores international non-English-speaking background (NESB) students' experiences with university preparation programs and PhD programs, and investigates the issues they face at an Australian university with a focus on factors affecting the NESB students' academic experiences. It provides implications for the teaching of postgraduate preparation programs and the supervision of international NESB PhD students at Australian universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01