음악대학원 중국인 박사과정 유학생 지도 경험에 관한 자문화기술지

Abstract

Objectives In this study, we examine what kind of environment the graduate professors who directly affect the research capabilities and performance of graduate students are in, what they experience, and how they cope with problem situations as a surge of Chinese international students enters the university scene.
 Methods In order to achieve this objective, I used my own experience as a researcher and university vocal music educator to write this autoethnography, using data from memory, research journals, and documentation.
 Results There were four significant results found. First, the biggest difficulty I felt while teaching Chinese PhD students was that there were significant differences in their levels, both between themselves and between non-foreign students. To solve this problem, I modified various standards that I expected from PhD students and considered many additional details in the preparation and management of the class. Second, I had ambivalent feelings about helping the students with their lives outside of the classroom. There were positive aspects, but also hardships and dilemmas that would not be present in a typical academic setting. Third, the Chinese PhD students actively studied based on their excellent practical skills, but reported difficulties with the thesis. I put more effort into giving them practical help to solve this issue. Fourth, my relationships with them were satisfying and rewarding. But when they graduated, I was disappointed that my relationships with them were severed and I could not continue to communicate with them.
 Conclusions Based on these results, I suggest follow-up studies by university educators on the experience of teaching Chinese PhD students, additional studies on how to approach theses with foreign international students, and policy research on the problems and experiences that the university educators faced.