scholarly journals ACADEMIC ACCULTURATION OF CHINESE DOCTORAL STUDENTS IN FINLAND

2021 ◽  
Vol 25 (3) ◽  
pp. 295
Author(s):  
P Räihä ◽  
L Wang
Keyword(s):  
Doctoral Students ◽  
Chinese Doctoral Students

What Determinants Affect Doctoral Students’ Career Plans? Main Findings from a 2018 Survey of Chinese Doctoral Students

2019 ◽  
Vol 8 (2) ◽  
pp. 99-116
Author(s):  
Futao Huang ◽  
Wenqin Shen
Keyword(s):  
Doctoral Students ◽  
Social Background ◽  
Doctoral Graduates ◽  
Career Expectations ◽  
Career Plans ◽  
Academic Orientation ◽  
College Degrees ◽  
Family Culture ◽  
Socialization Experience ◽  
Chinese Doctoral Students

Abstract The purpose of this study is to analyze Chinese doctoral students’ career expectations and determinants or factors influencing their career plans based on main findings from the national survey of doctoral students in 2017. Main findings include: firstly, the Chinese case indicates that becoming academics is still attractive to most doctoral graduates; secondly, female doctoral students are more likely to choose to work in universities than male doctoral students; thirdly, the social background of doctoral students did not have a significant impact on their academic orientation scores, but doctoral students with richer family culture capital (parents with college degrees) are even more reluctant to choose to work in the universities; finally, significant disciplinary differences and the correlation between their socialization experience and their academic orientation could be confirmed.

scholarly journals International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University

2016 ◽  
Vol 6 (1) ◽  
pp. 175-194
Author(s):  
Yi (Leaf) Zhang
Keyword(s):  
Higher Education ◽  
International Students ◽  
Lived Experience ◽  
Doctoral Students ◽  
Research University ◽  
Adult Transition ◽  
Group Interviews ◽  
Sociocultural Experiences ◽  
Students In Transition ◽  
Chinese Doctoral Students

In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students’ academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg & Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students’ transition and success

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