Mobility as Rhizome and Becoming: Experiences of Vietnamese Women in Crossing Borders to do Doctorates

Journal of Studies in International Education ◽

10.1177/10283153211042089 ◽

2021 ◽

pp. 102831532110420

Author(s):

Xuan Pham ◽

David Bright

Keyword(s):

Higher Education ◽

Doctoral Students ◽

Economic Globalization ◽

Family Education ◽

Academic Mobility ◽

Vietnamese Women ◽

International Doctoral Students ◽

Economic Perspectives ◽

Nuanced Understanding ◽

Educational Professional

The purpose of this paper is to unpack the meanings and implications of mobility through the experiences of a group of Vietnamese women who decided to do doctorates in Australia. Drawing on the Deleuzian concepts of rhizome and becoming, our analysis of interview data suggests that mobility is made of multiple connections and is in constant movement, extending often reductive “push-pull” discussions of academic mobility. Each aspect shaping mobility connects to another that is multiscalar and multitemporal, where family, education ideologies, gender norms, economic globalization, neoliberalization within higher education, and the histories and biographies of mobile people come together. Power relations are immanent within structures associated with these connections and the women and mobility come together to create aspirations for educational, professional, and personal becoming. The paper offers a more nuanced understanding of international academic mobility rather than relying on economic perspectives and invites innovative approaches in supporting international doctoral students.

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Didactics of practice-oriented education (2-izd)

10.12737/1045947 ◽

2019 ◽

Author(s):

Владимир Беликов ◽

V. Belikov ◽

Петр Романов ◽

Petr Romanov ◽

Азат Валеев ◽

...

Keyword(s):

Higher Education ◽

Vocational Education ◽

Doctoral Students ◽

Value Orientation ◽

Professional Activity ◽

Secondary Vocational Education ◽

Personal Significance ◽

Purpose Of Education ◽

Personal Competencies ◽

Educational Professional

The monograph presents the author's material corresponding to the idea that the implementation of the requirements of activity, competence and acmeological approaches significantly contributes to the provision of practice-oriented orientation of education. The paper reveals the potential of educational-cognitive and educational-professional activity in the formation of personal competencies of students in modern higher school. The didactic concept of practice-oriented education as a system of students ' activity, the integrity of which is provided by the personal significance of the purpose of education, its value orientation, subordination to reflective processes, personal aspirations to achieve the "peaks" of education, is presented. It is recommended to scientific and pedagogical workers of higher education, undergraduates, postgraduates, doctoral students and applicants, teachers of universities and institutions of secondary vocational education.

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Conceptualizing the Second Education Circuit for China’s Doctoral Students in Asia

International Journal of Chinese Education ◽

10.1163/22125868-12340112 ◽

2019 ◽

Vol 8 (2) ◽

pp. 186-208 ◽

Cited By ~ 1

Author(s):

Yun Ge ◽

Kong Chong Ho

Keyword(s):

Higher Education ◽

Decision Making ◽

South Korea ◽

Doctoral Students ◽

Research Universities ◽

Regional Mobility ◽

East And Southeast Asia ◽

Flagship Universities ◽

Research Findings ◽

International Doctoral Students

Abstract The quest to become research universities of international repute has led flagship universities in East and Southeast Asia to develop a new focus on attracting international doctoral students. This paper aims to understand Chinese doctoral students’ mobility in the immediate region and their education to work perceptions. The study draws from a sample of 301 doctoral students from China who were studying at five universities in Japan, South Korea, and Singapore. Analysis on students’ decision making and after-study pathways highlights the regional exchange in related areas. We argue that this regional mobility of doctoral students, characterized as the second education circuit, is facilitated by a higher education migration infrastructure with three interactively weaved dimensions: commercial, social, and regulatory. The research findings suggest the growing importance of Asia as a regional second circuit of doctoral training for students from China.

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Experiences of Chinese International Doctoral Students in Canada Who Withdrew: A Narrative Inquiry

International Journal of Doctoral Studies ◽

10.28945/4240 ◽

2019 ◽

Vol 14 ◽

pp. 259-276 ◽

Cited By ~ 3

Author(s):

Yan Gao

Keyword(s):

Higher Education ◽

International Students ◽

Graduate Students ◽

Narrative Inquiry ◽

Doctoral Students ◽

Cultural Awareness ◽

Well Being ◽

Future Research ◽

Doctoral Studies ◽

International Doctoral Students

Aim/Purpose: For the purpose of better understanding the reasons of their withdrawal and experiences, this study seeks to elicit the voices of Chinese international students who have withdrawn from doctoral studies in Canada. Background: This study used Tinto’s institutional departure model as a framework. His model illustrates that the experience of individuals in that institution modifies their initial intentions and commitments. The scholarly literature on degree completion of graduate students and existing studies on experiences of international students in the North American context also guided the inquiry of this study. Methodology: This is a qualitative study with narrative inquiry as a means for investigation and exploration. Four participants were recruited by purposive sampling, and in-depth interview was used as the approach to collect data. Data were collected in Mandarin and were transcribed into texts. Two rounds of analysis were applied and then the findings were translated into English. Contribution: This study added information to the literature on international doctoral students’ experiences and explained how socio-cultural factors could impact doctoral students’ decision-making. Findings: The themes included: experiences with doctoral supervisors; partnership and the perception of gender roles; family of origin and the importance of education; and educational differences between China and Canada. Recommendations for Practitioners: At a practice level, universities could consider delivering series of workshops to help international graduate students start their journey. Departmental administrative bodies could consider building community for doctoral students and tracking their study paths to better assist students. Given the increased number of international students on campuses, it is time for university staff and faculties to become more aware of what a more diverse student population means. Professional development workshops would help to develop professors’ cultural awareness. Recommendation for Researchers: My research is an example of addressing translation issues in cross-language and cross-cultural settings. Qualitative research is considered valid when the distance between the meanings as experienced by the participants and the meanings as interpreted in the findings is as close as possible. Therefore, I would recommend in the condition that if the researcher and the participant(s) share the same language, the best practice would be to transcribe and analyze data in the original language to shorten the distance from the meanings that are made by participants and the meanings that are interpreted by the researcher(s). Language meanings do lose during the translation process; as researchers, we should try our best to present our participants as truly as possible. Impact on Society: The number of international students who choose to conduct doctoral studies is increasing every year. They are making contributions to the host countries in various ways such as contribution to the enrichment of higher education, the development of research, the promotion of global understanding etc. However, their study status and overall well-being may not be getting enough attention from both the scholarly research and in real practice. Thus, the experiences shared by my research participants who used to be doctoral students and left their studies halfway could add value and knowledge to the understanding of this group of students and to better assist the internationalization of higher education institutions. Future Research: Future studies could probe more on other ethnicities and cultures. Also, numerous studies have been conducted to examine the relationship between doctoral students and their supervisors; however, the incompatibility between doctoral students and their supervisors and coping strategies in that situation is still an area that needs more investigation.

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Sources of stress and scholarly identity: the case of international doctoral students of education in Finland

Higher Education ◽

10.1007/s10734-019-00473-6 ◽

2020 ◽

Vol 80 (1) ◽

pp. 173-192

Author(s):

Sotiria Pappa ◽

Mailis Elomaa ◽

Satu Perälä-Littunen

Keyword(s):

Higher Education ◽

Doctoral Students ◽

Research Funding ◽

Identity Negotiation ◽

Academic Community ◽

Scholarly Identity ◽

International Doctoral Students ◽

Educational Sciences ◽

Managing Stress ◽

And Coping

AbstractAlthough stressors and coping strategies have been examined in managing stress associated with doctoral education, stress continues to have a permeating and pernicious effect on doctoral students’ experience of their training and, by extension, their future participation in the academic community. International doctoral students have to not only effectively cope with tensions during their training and their socialization in their discipline but also address the values and expectations of higher education institutions in a foreign country. Considering the increase of international doctoral students in Finland, this study focuses on perceived sources of stress in their doctoral training and how their scholarly identity is involved when responding to them. The study draws on thematically analyzed interviews with eleven international doctoral students of educational sciences. The participants, one man and ten women, came from nine countries and conducted research in six Finnish universities. The principal sources of stress identified were intrapersonal regulation, challenges pertaining to doing research, funding and career prospects, and lack of a supportive network. Despite the negative presence of stress, most participants saw stress as a motivating element. However, in order for stress to become a positive and motivational force, participants had to mediate its presence and effects by means of personal resources, ascribing meaning and purpose to their research, and positioning themselves within their academic and social environment. The study argues for stress as a catalyst for scholarly identity negotiation and professional development when perceived positively.

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‘Reconceptualising internationalisation through students’ eyes’: Findings from a biographical study of female, international doctoral students in an Irish University

Irish Journal of Sociology ◽

10.1177/0791603521997249 ◽

2021 ◽

pp. 079160352199724

Author(s):

Lisa Moran ◽

Lorraine Green ◽

Simon Warren

Keyword(s):

Higher Education ◽

International Students ◽

Doctoral Students ◽

Global Education ◽

Education Policies ◽

Units Of Analysis ◽

University Policies ◽

Biographical Study ◽

International Doctoral Students ◽

Societal Experiences

This paper presents findings from an Irish qualitative study of postgraduate, female, international students. It focuses on their narrations of internationalisation, in respect of events leading them to become international students, and their reflections on their academic, interpersonal and societal experiences in Ireland. International students are generally understudied and marginalised as metaphorical ‘others’ within global education policies, often being reduced to mere recruitment and financial targets and units of analysis. However, this study shows that international students transcend widespread but static assumptions about them being in academic and social deficit when transitioning to life in another country and negotiating new educational contexts. Significantly, our interviewees discursively positioned themselves in multifarious ways in relation to Irish higher education curricula, drawing on various discourses to define their internationalisation journeys. Although the sample size is small and confined to female postgraduates, our data suggests that university policies in Ireland and internationally largely overlook the multidimensionality of international doctoral students’ experiences. In our conclusion, we tentatively suggest ways in which international students’ academic and intercultural experiences could in the future be enriched, and how international students themselves could more fruitfully contribute to Irish higher education.

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The Madman and Psychotherapy in the Neoliberal Academy: A Chinese Doctoral Student's Experience in the United States

Journal of International Students ◽

10.32674/jis.v12i4.3831 ◽

2022 ◽

Vol 12 (4) ◽

Author(s):

Jing Zhang

Keyword(s):

Higher Education ◽

Graduate Students ◽

Doctoral Students ◽

Research University ◽

The United States ◽

Social Discourse ◽

Self Reflection ◽

Higher Ed ◽

International Doctoral Students ◽

Large Research

This self-reflective paper examines my experience as a Chinese doctoral student while studying in a large research university in America. Through my self-reflection, with Foucault's analysis on power, I hope to shed some light on my experience with the neoliberal academy, which caused much discomfort and created my fragmented identities. Instead of questioning the problematic neoliberal power relations that caused my discomfort in the first place, as the madman of higher ed, I was directed to psychotherapy to treat my symptoms, which only caused more confusion. Through my story, I hope to reveal how social context, Neoliberalism in this case, and social discourse of psychotherapy, work hand in hand in higher education space, which have exercised intangible power and created the fragmented identities among many international doctoral students in America. At the end of the paper, I also provided suggestions for graduate students to navigate the neoliberal academy.

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Cluttering in the Communicative Disorders Curriculum

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd19.2.52 ◽

2009 ◽

Vol 19 (2) ◽

pp. 52-57

Author(s):

John A. Tetnowski

Keyword(s):

Higher Education ◽

Doctoral Students ◽

Communication Disorders ◽

Educational Opportunities ◽

Opportunities For Learning ◽

Communicative Disorders ◽

Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

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