Examining the Role of Theory in Qualitative Research: A Literature Review of Studies on Chinese International Students in Higher Education

Autor/in	Heng, Tang T.
Titel	Examining the Role of Theory in Qualitative Research: A Literature Review of Studies on Chinese International Students in Higher Education
Quelle	In: Journal of International Students, 10 (2020) 4, S.798-816 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Educational Theories; Qualitative Research; College Students; Foreign Students; Asians; Student Mobility; Educational Research; Journal Articles; Research Methodology; Foreign Countries; United Kingdom; Australia; New Zealand; Canada; Singapore; Belgium; Denmark; Hong Kong; Macau; South Korea + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Qualitative Forschung; Collegestudent; Asian; Asiat; Asiatin; Asiaten; Asiate; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Bildungsforschung; Pädagogische Forschung; Journal article; Zeitschriftenaufsatz; Research method; Forschungsmethode; Ausland; Großbritannien; Australien; Neuseeland; Kanada; Singapur; Belgien; Dänemark; Hongkong; Korea; Republik
Abstract	Scholars argue that higher education and international student research suffer from a lack of theoretical engagement, which is epistemologically limiting. This is troubling as theory frames research design and findings and pluralizes our understanding of a phenomenon. Given the large number of Chinese international students worldwide (and related research), this article uses them as an analytic example to understand the role of theories in shaping qualitative research designs, focuses, and findings. I reviewed 43 qualitative research articles on Chinese international students' experiences. Twenty-eight percent of the articles were found to lack theoretical engagement. When used, theories clustered around acculturation and sociocultural perspectives. Sixty percent of the articles foregrounded student challenges, as opposed to student agency or changes (40%). I discuss the consequences of a lack of theoretical engagement or diversity on how we understand and support international students, and conclude by urging scholars to increase, diversify, and generate theories as well as embrace cross-institutional and cross-disciplinary collaborations on research on international students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01