International Doctoral Students Research Articles

Identity transitions, experiences, and agency: a collaborative autoethnography of Asian international TESOL doctoral students

Identity transitions, experiences, and agency: a collaborative autoethnography of Asian international TESOL doctoral students

Listening to the voices of minoritised ethnic postgraduate researchers in the United Kingdom

Racism and inequity remain high in Higher Education Institutions (HEIs), thwarting minoritized ethnic postgraduate researchers’ prospects. This study aimed to understand the experiences of this group of students and produce participants-led recommendations. Fifteen participants (home and overseas) were interviewed, and the data were analysed using reflexive inductive thematic analysis. The analysis generated four themes: disempowerment, systemic deficits, weathering and from surviving to thriving. The results suggest that HE environments remain White spaces, dominated by White norms and systems that disempower minoritized ethnic postgraduate researchers. Female and international doctoral students were particularly disadvantaged. Participants’ recommendations to HEIs centred on HEIs offering proactive support and creating culturally sensitive environments. The cultural shift within HEIs needs to go beyond superficial policies and tackle racism and forms of oppression if lasting and profound change is to occur. In turn, this will foster a positive experience for all students.

International doctoral students’ identity formulations through their orientations to their children’s languages as both stressors and assets

AbstractThis study contributes to research on the doctoral experience of international students who are parents, and for whom the temporary experience of living elsewhere is both a challenge and a resource for all members of the family. The study investigated how a group of these students positioned themselves to their children’s English and home language during their study abroad. A group of 12 international doctoral students from one Australian university and one primary school teacher took part in the study. The doctoral students were from a number of non-anglophone countries. Membership Categorisation Analysis was used to examine the identity categories invoked during focus group discussions. The categories bilingual, student, parent, tutor and spouse, the category devices family, study, nationality/language, time and location, and the attributes responsibility and inadequacy that emerged in the analysis, suggest that language issues are important considerations for international students with families, and need focused attention.

“Wow. What's going on?” Emotional geographies of international student mobility to the UK in a time of crisis

Despite attempts to shed light on the precarity and resilience of international students, there has been thus far little engagement with the emotional dynamics of their lived experiences in times of crisis and the implications of these for the geographies of international student mobility. Drawing on in-depth interviews with 13 international (i.e., non-UK) doctoral students in a UK university during the COVID-19 pandemic, we examine how emotions are attached to different places and spaces, and how they are mobilised in various ways as students navigate uncertainties. Building on Kenway and Fahey's concept of ‘emoscapes’, we demonstrate that central to the (im)mobility of international students are emotions produced in and constitutive of particular spaces and in relation to various scales. We showcase the significance of the material and embodied dimensions of learning in the emotional life of internationally mobile students, which informs how the well-being of these students should be and could be supported at policy and practice levels. By illustrating the way in which emotional geographies are produced in pandemic times, we consider whether the emotional dynamics of international students in a time of crisis have the potential to both reconfigure and reproduce the uneven geographies of international student mobility.

Navigating educational trajectories and transitions: A qualitative systematic literature review on international STEM doctoral students

AbstractTo date, much of the research on international science, technology, engineering, and mathematics (STEM) doctoral students has focused either on international academic mobility or on students' acculturation and adjustment challenges and coping mechanisms in foreign academic contexts. In comparison, very little attention has been paid to Asian doctoral students and their personal experiences from a life course perspective.Based on a qualitative literature review, this article sheds light on the experiences of Asian doctoral students in STEM (science, technology, engineering, and mathematics) disciplines within a life-course theoretical approach, paying particular attention to their agency, socialisation, and educational trajectories and transitions. The process of migration/mobility and transition between academic institutions requires a reassessment of cognitive patterns, behaviours, learning mechanisms, and the exercise of agency and response. The findings highlight how the complex dynamics between agency, socialisation, cultural norms and values, economic factors, academic performance, and institutional parameters influence the educational trajectories and transitions of Asian STEM doctoral students abroad. The result contributes to a synthesis of research findings that could inform doctoral education policy.

Navigating Cultural and Academic Tides: A Systematic Literature Review On The Supervision Experiences Of International Chinese Doctoral Students In Malaysian Universities

This article embarks on a comprehensive literature review to explore the unique experiences of international Chinese doctoral students under the supervision of faculties in Malaysian universities. The study aims to identify the challenges, coping strategies, and academic dynamics encountered by these students, considering the cultural, linguistic, and educational backgrounds that influence their doctoral journey. It also seeks to understand the role of supervisors in facilitating a supportive and effective learning environment for these international students. The review synthesizes findings from existing academic papers, doctoral theses, and institutional reports, providing a multi-dimensional analysis of the supervisory relationship, adaptation processes, and academic achievements. This article contributes to the broader discourse on international education, cross-cultural supervision, and the specific needs of Chinese doctoral students abroad, offering valuable insights for academic institutions, educators, and policymakers aiming to enhance the doctoral experience for international students.

ANItA – A new Swedish national competence centre in new nuclear power technology

In 2021, a proposal was submitted to the Swedish Energy Agency, which meant that the three leading Swedish universities: Uppsala University, KTH and Chalmers as well as the Swedish and Finnish nuclear power industry would together form a national competence centre for research and development work regarding the introduction of small modular reactors in Sweden. The proposal, called, ANItA (Academic-industrial Nuclear technology Initiative to Achieve a sustainable energy future) entailed a commitment for ten years and was granted funds for the first five years with an option for continued funding for the following five years. The initial research portfolio includes fourteen projects spanning a wide range of technical and non-technical aspects of small modular reactor (SMR) technology. During the last few months, the projects have been staffed with both national and international doctoral students and postdocs and thus constitute a contribution to securing the important supply of expertise in the nuclear field in Sweden. ANItA has attracted great interest from the surrounding society, which includes both politics and mass media and discussions are being held with potential new industrial partners. The renewed interest in new nuclear power in Sweden has further strengthened ANItA's role and the development is moving in a direction that enables to fulfil the basic idea behind ANItA, namely that through research and development work produce knowledge-based decision support for politicians and policymakers in the introduction of new nuclear power technology in Sweden.

Exploring the perception of politeness in relation to language attrition and interpersonal dynamics in an intercultural academic context

The present paper explores the intricacies of the perception of international doctoral students of politeness, linguistic choices, and language attrition, and their subsequent influence on intercultural academic relationships. The findings of this study provide an insight on the interplay between the perception of politeness and linguistic choices, a paramount determinant of successful academic communication. The data from this case study further shows that assimilation to the host country’s culture and linguistic nuances along with the length of academic breaks in the home country emerge as critical factors in second and first language attrition. The study underscores the imperative need for developing pragmatic competence and particularly ensuring its reinforcement through prolonged sustained exposure and productive language practice in both the nascent and advanced stages of second language acquisition in academic contexts where English is used as a lingua franca. As the environment of academic communication is becoming increasingly globalized, the results of this study emphasize the significance of effective communication and sustained pragmatic competencies in establishing effective academic networks, collaborations, and relationships in diverse intercultural settings.

How international doctoral students' fields of study, proficiency in English and gender interact with their sense of making progress in English academic writing abilities.

This study investigates how non-native English-speaking (NNES) doctoral students self-assess their English academic writing (EAW) abilities. A total of 255 international NNES students, hailing from 49 different countries and speaking 48 mother tongues, voluntarily participated in our study. They were enrolled in 65 PhD programs at 14 universities across Hungary during the 2021-2022 academic year. To address our research aim, we developed a survey using a 6-point Likert scale, following the guidelines of Dörnyei and Dewaele (2022). The survey focused on self-assessing their abilities to write academic texts in English. The analysis results indicate that students lacked confidence in their EAW abilities at the beginning of their PhD studies but exhibited increased confidence at the current stage. The results also highlight the influence of gender and English language proficiency on EAW self-assessments. Additionally, senior PhD students demonstrated greater confidence in field-specific lexical knowledge compared to their first-year peers. This study highlights the fact that NNES novice writers lacked the necessary EAW skills upon entering their PhD programs, making it challenging for them to start doctoral-level writing immediately. This underscores the need for comprehensive support that encompasses both enhancing English language proficiency and providing academic writing assistance.

International doctoral students’ perspectives on the qualities of supervisors: Expectations for intercultural supervision in Portuguese higher education

Considering internationalisation of doctoral education and the crucial role of supervisors in doctoral journeys, this paper explores the perspectives of international doctoral students regarding the qualities of a good supervisor. Semi-structured interviews were conducted with 11 students from Angola, Brazil, East Timor and Mozambique, attending a PhD Program in Education at a Portuguese university. Results from thematic analysis show that students value intrapersonal, interpersonal and communicative qualities associated specifically to pursuing a doctorate overseas. Within those, they underline: knowledge of their origin contexts (cultural characteristics, educational backgrounds and research traditions); acknowledgement of the influence of those contexts in learning and research approaches; and flexibility regarding students’ variety of Portuguese language. Directly related to this, qualities such as personal and emotional support, availability, commitment and empathy are highly appreciated. Findings highlight the importance of supervisor professional development for intercultural doctoral supervision.

User Experience of a Mobile App in a City Tour Game for International Doctoral Students

Mobile augmented reality games (MARGs) offer exciting possibilities for enriching outdoor learning and enhancing tourism experiences. However, there is a notable gap in understanding the perspectives of doctoral students on these innovative approaches. This paper presents the results of a case study conducted during the 2023 EERA Summer School in Portugal, where PhD students in Education, from universities all around the globe, engaged in a MARG for sustainable development education. Seventy-three students embarked on a walking city tour, whilst playing an interdisciplinary game supported by the EduCITY Smart Learning City Environment. It comprises a web platform, an app, location games, and game creation training. Students experienced the EduCITY app, which guided them through a designated city path encompassing tourist sites, while promoting diverse learning opportunities. At the end, students provided feedback through a short and anonymous evaluation questionnaire, incorporating the user experience questionnaire and one open-ended question for improvement suggestions. This study revealed valuable insights into the doctoral students’ perspectives on the EduCITY app’s user experience, highlighting the strengths of “Attractiveness”, “Stimulation”, and “Novelty”. However, it also identified areas for improvement, particularly in “Dependability” and “Efficiency”. The analysis of the open-ended responses suggested that “Attractiveness” and “Perspicuity”, while not immediate priorities, should be considered in refinement phases as well. As more and more students recognize the importance of MARGs in education, there is a growing need for research in this field, aligning with the 2030 Agenda for Sustainable Development, Goal 4.

Home away Home: CSP International Doctoral Students’ Community Cultural Wealth and Sociocultural Adaptation in China

China Studies Program (CSP) is a high-calibre international exchange program launched by the Center for Language Education and Cooperation since 2013, which aims to attract overseas students, scholars, and elites from all walks of life to come to study in China through providing scholarships and high-quality training resources. The research site of this study was at a Chinese university in Beijing. Using the Community Cultural Wealth theory (Yosso, 2005), this study examined the sociocultural adaptation mechanism for international doctoral students of the CSP in China, especially how the students themselves, their families, and staff members of the host university help the international doctoral students to navigate their sociocultural adaptation by providing community cultural resources, which helped international students achieve academic success through accumulating aspirational capital, linguistic capital, social capital, familial capital, navigational capital and resistant capital (Yosso, 2005). Findings of this study suggest that the sociocultural adaptation of the international students of CSP was much facilitated by the host community cultural wealth which provided ample opportunities for the international students to acquire and mobilize their various capitals.

Gaining by losing: The daily living experience of international female doctoral students in Aotearoa New Zealand

ABSTRACT This Straussian grounded theory study explored how female doctoral students from South East Asia managed their daily occupations while studying in Aotearoa New Zealand. Twenty-three participants who were living or had lived in Auckland, one of Aotearoa New Zealand’s metropolitan cities, completed semi-structured, in-depth interviews on their experiences of occupation in that context. Data were also collected via participant observations. The analysis of data through open, axial, and selective coding yielded a substantive theory: Gaining by Losing , which entailed a three-stage process of Choosing to be International Students, Meeting Challenges, and Returning Transformed. Each stage was characterised as being in dynamic tension of initially exploring opportunities/making sacrifices, then encountering difficulties/making adjustments to daily occupations while studying, and ultimately living with their choice/experiencing changes. The findings revealed that temporarily moving to a city with a high cost of living elicited changes in the way they performed daily occupations, such as studying, cooking, shopping, caring for children, and so forth.

Career decision‐making among Chinese doctoral engineering graduates after studying in the United States

AbstractHow does studying in the United States affect Chinese doctoral engineering graduates' career decisions? The present study is based on semi‐structured interviews with 16 Chinese engineering graduates who completed their doctorates in the United States, focusing on two critical aspects of their career decisions: returning to China and pursuing academic careers. First, the findings categorise Chinese doctoral engineering graduates into four types based on intention to return to China: fresh returnees, advanced returnees, hesitant stayers and resolute stayers. Second, the findings describe the reasons why they pursued academic or non‐academic careers. In particular, the study explores how the graduates' learning experiences during their doctoral study in the United States affected them in terms of the research field, industry experiences, information gained and expectations about working conditions. In the decision process, it was important for doctoral students to adopt positive and open attitudes and exercise self‐agency to identify the most appropriate directions for their careers. The study has contributions to the agency theory in career decision‐making and social implications for international doctoral students to navigate the career decision process after completing doctoral programmes abroad.

Interactions between international doctoral students studying in China and their advisors: The role of intercultural adaptive guidance and psychological safety

Student–advisor interaction has a crucial effect on the academic growth and career development of doctoral students. However, cultural differences between international doctoral students and their advisors may cause the students to perceive a lack of psychological safety and be unwilling to interact with their advisor. This phenomenon is very common in Chinese universities, where the student–advisor relationship tends to be advisor-centered and hierarchical. Therefore, we explored the effects of intercultural adaptive guidance and psychological safety on student–advisor interaction engagement, and the moderating effect of cultural distance in the context of intercultural student-advisor interaction (ISAI). A quantitative survey methodology was used to collect data from 225 international doctoral students studying in China, and statistical analysis was performed using SPSS 24.0 and AMOS 20.0 applications. The results showed that advisors’ intercultural adaptive guidance positively affects the student–advisor interaction engagement (academic and social) of international doctoral students, and that psychological safety mediates the relationship. Furthermore, deep-level cultural distance enhances the effect of intercultural adaptive guidance on psychological safety. The results of this study enrich research in the field of international education management and could provide strategic guidance for managing international doctoral students in Chinese universities.

Systemic Understanding of Chinese International Doctoral Students’ Stress-Coping Processes and Family Dynamics During the COVID-19 Pandemic in the United States

ABSTRACT This study aims to have a systemic understanding of Chinese international doctoral students (CIDS)’ perceived stress-coping process during COVID-19 in the US with an emphasis on the role of family dynamics in the process. The unique sociopolitical background during COVID-19 May trigger CIDS’ unique stressors and responses. Moreover, as family plays an important role in CIDS’ mental health and well-being, how CIDS interact with their family may largely influence their stress management process. Hermeneutic phenomenology was used as a methodological approach to obtain an in-depth understanding of CIDS experiences. The results highlight the various interlocking stressors and coping strategies across multiple levels perceived by CIDS. Furthermore, the results emphasize the impact of family teachings, cultural values, and how larger sociopolitical background has shaped the interactions between CIDS and their family, which in turn, shaped the CIDS stress-coping process. Clinical implications are included to inform systemic prevention and intervention.

Impact of Supportive Supervisor on Doctoral Students’ Research Productivity: The Mediating Roles of Academic Engagement and Academic Psychological Capital

This research investigates the impact of supportive supervisors on doctoral students’ research productivity, with parallel mediation effects of academic engagement and academic psychological capital as two mediators. Data has been collected through an online survey from international doctoral students ( N = 415) studying in six research-oriented universities in mainland China. Confirmatory factor analysis and structural modeling were used in the analysis and mediation analysis conducted by adopting the 04 Model in PROCESS. The results indicated that a supportive supervisor is positively related to research productivity. Student psychological factors—academic engagement and academic psychological capital—partially mediate the relationship between supportive supervisors and research productivity. The findings suggest that the supervisor’s supportive behavior is essential for encouraging students’ academic engagement and academic psychological capital. Furthermore, students are more productive, and their engagement and psychological resources are increased under supportive supervision, which ultimately significantly increases their research productivity.

Conducting doctoral research in China: an exploration of international students’ motivation to study at Chinese universities

ABSTRACT With the growing trend of globalisation and the internationalisation of higher education, China actively recruits more international students to study at Chinese universities. Notably, international doctoral students are a significant cohort in this trend. Although many studies have investigated international students’ learning experiences in China, few have explored their motivations to pursue doctoral degrees in China. To fill this gap, through the push–pull model, we explored the motivation of 55 international doctoral students from three Chinese universities. The findings show that various national, institutional, and individual factors comprehensively influenced their choice to pursue doctoral studies in Chinese universities. Their experiences also reflect that China is progressively establishing a systematic mechanism to attract international doctoral students by taking advantage of economic development and Chinese academic returnees. While these advantages attract international doctoral students to study in China, Chinese universities may still play an alternative role in international doctoral education. This study contributes to international higher education and doctoral education. Implications and suggestions for future studies are discussed.

Traversing perceptions toward Englishes: A currere-informed duoethnography of Southeast Asian PhD students studying in the US

Addressing scant duoethnographic practices of international doctoral students in the field of Applied Linguistics, as English teachers and learners from Indonesia and Thailand, we engaged in currere-informed duoethnography. We interrogated our English language learning and teaching trajectory from early education to graduate education through our narratives to gain a critical understanding of how our perceptions toward Englishes shaped by formal curriculum have evolved and of the repercussions of the perceptions we hold toward our personal curriculum. Four phases of currere method of regressive, progressive, analytical, and synthetic were framed in a transnational lens. This framing posits languaging as an entanglement of semiotic resources to unpack colonial hegemonic ideology that governs our languaging and educational practices and our transformative perceptions as emerging transnational teachers. This study aims to extend currere-informed duoethnography by incorporating the dimensions of transnational practices and identity construction. It also offers practical implications for English teachers and graduate students to actively construct transnational spaces and identities.

Cultivating Global Scholars: Delving into Chinese Doctoral Students’ Integration Experiences at Finnish Universities Through an Institutional Logics Lens

AbstractInternational doctoral students are key actors in globalized knowledge society. While the value of international doctorates lies in the ability to develop and leverage knowledge across borders and cultures, such competencies can be acquired only when students successfully integrate into the host systems or universities in their international mobility experiences. However, international doctoral students encounter multiple challenges in integration, highlighting a mismatch between their expectations and the practices at the host universities. This article unpacks this mismatch and its causes from an institutional logics’ perspective through interviews with ten Chinese doctoral students and four Finnish supervisors. We found that Chinese students’ expectations of doctoral education were largely influenced by the institutional logics of profession, bureaucratic state, and family, whereas the contexts of Finnish universities were mainly informed by the logics of profession, democratic state, and corporation. The disparity in logic constellations led to the students’ confusion about their role and relations with supervisors. Further, this study shows that reciprocal learning in intercultural supervision can mitigate logics conflicts and create opportunities for innovations in doctoral education in the host university. We call for more efforts to reconcile the logics conflicts that that affect students’ integration, as this could foster organizational innovation.