Are You Satisfied? Exploring the Mediating Effects of Mentoring Communication Strategies in Predicting Chinese International Graduate Students’ Program Satisfaction

Yang, Qinghua; Dunleavy, Victoria Orrego; Phillips, Jasmine

doi:10.1080/03634523.2015.1090005

Cited by 13 publications

(6 citation statements)

References 64 publications

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“…This study finds that, besides persistence, resilience, and resources, the agency to communicate, termed as agentic communication, along with listening in the negotiation between students and their supervisors, is evident as a core component in supporting or undermining a successful PhD over time. This is consistent with other research evidence on the importance of communication in cross-cultural educational settings (e.g., Yang et al, 2015), but this study highlights the effectiveness of agentic communication in making or breaking the rapport, trust, and respect in the most significant relationship in an individual's multi-worlds during the PhD abroad.…”

Section: Discussionsupporting

confidence: 92%

“…With fine and distinct differences between each of the six patterns, students and their supervisors' agency in communication and the effectiveness of this communication are evident as core components in facilitating or undermining transitions across the multi-worlds over time. Drawing on previous research that identifies the importance of communication for international students (Ai, 2017;Cortazzi & Jin, 1997;Gareis, Merkin, & Goldman, 2011;Holmes, 2005;Ngwira, Mapoma, Hong, Sariyo, & Kondowe, 2015;Williams, 2005;Yang, Dunleavy, & Phillips, 2015), this study finds communication can make or break the rapport, trust, and respect between a supervisor and an international doctoral student, the key relationship to facilitate or to constrain a successful doctorate in STEM fields (Halse & Malfroy, 2010;Lee, 2008;Robertson, 2017). Pertaining to this crucial point, the focus of the discussion below is the importance of bilateral effort in exercising agency to initiate and enhance communication, or what could be termed as agentic communication.…”

Section: Congruence/difference and Transitionsmentioning

confidence: 99%

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Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

Yang

MacCallum

2021

Journal of Studies in International Education

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In the context of internationalization, this longitudinal qualitative study explores the diverse and challenging experiences of Chinese international doctoral students in science, technology, engineering, and mathematics. The endeavor is to identify factors that facilitate or constrain their successful completion of a PhD abroad over time. By incorporating a three-dimensional multi-world conceptual framework that highlights the relationship between an individual’s research, personal, and social worlds, this study identified six patterns of congruence or difference across the worlds and the corresponding transitions, illustrated with narratives for each pattern. Evidence shows that congruence of an individual’s multi-worlds facilitates, but difference does not necessarily mean constraint when differences are respected, understood, and accommodated. Rather, it is how the transitions are negotiated that is important for the success of transnational and transcultural PhD study. This article contributes a conceptual framework, empirical evidence, and practical implications to the understanding of doctoral study abroad experiences.

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Section: Discussionsupporting

confidence: 92%

Section: Congruence/difference and Transitionsmentioning

confidence: 99%

Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

Yang

MacCallum

2021

Journal of Studies in International Education

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“…Additional services that students can experience are counseling, mentorship, and employment support. Studies show that the quality of these services can determine satisfaction with overall university experience (Clemes et al, 2008;Yang et al, 2016). Yang and others (2016) find that mentorship programs help students' socialization and their ability to gain academic support, both of which are important for their success at the university.…”

Section: Hypotheses Satisfaction With the University Experiencementioning

confidence: 99%

Global Korea Scholarship students: Intention to stay in the host country to work or study after graduation

et al. 2021

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Over the past few decades, South Korea has increasingly sought to attract international talent. Every year, hundreds of students are invited to study in the country on a competitive scholarship provided by the government. Upon graduation, students are equipped with a tertiary degree, as well as knowledge of the Korean language and culture. This study examines the determinants of intention to stay in South Korea to work or study after graduation, using a 2019 survey of Global Korea Scholarship recipients (n = 524). We draw upon literature in student mobility and examine determinants of two-step migration, including satisfaction with the scholarship program, university experiences, social integration, and life in the host country. Results from the statistical analysis show that academic satisfaction, social adjustment, and satisfaction with life in South Korea are positively associated with participants' intentions to stay in the country to work or study after graduation. The findings highlight the role of academic institutions and host communities in influencing students' poststudy plans and point to the need for policy measures that approach talent retention with simultaneous attention to integration and satisfaction, both within and beyond campus.

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“…While it is less technically profound than other psychological constructs, a factor that carries tremendous weight and credibility with students is their personal satisfaction with their educational experiences (Hardré & Hackett, 2015c). Previous research has linked satisfaction with the academic program to other variables, such as teaching and learning strategies used by faculty (e.g., Choi, 2016;Svinicki, 2004); mentoring style and communication (e.g., Orellan, Darden, Perez, & Salinas, 2016;Yang, Dunleavy, & Phillips, 2016); and disciplinary culture (e.g., Bair, Haworth, & Sandforth, 2004;Lovitts, 2001). Graduate students' perceptions of the quality of their academic programs influence their integration into their academic programs and relationships with faculty (Solem, Hopwood, & Schlemper, 2011), which can, in turn, influence their academic effort and attitudes (Sun & Richardson, 2012).…”

Section: Satisfaction With Graduate Experience and Academic Programmentioning

confidence: 99%

Modeling American Graduate Students’ Perceptions Predicting Dropout Intentions

Hardré

Liao

Dorri

et al. 2019

IJDS

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Aim/Purpose: Dropout is a critical problem in graduate college programs across disciplines and institutions. Yet relatively little research has assessed graduate students’ motivations for dropping out across disciplines, or systematically modeled perceptions that contribute to dropout intentions. Background: Perceptions drive critical decisions that people make about their lives, and a core set of these perceptions consistently predict adults’ educational intentions and choices. This study investigates how a set of critical perceptions predict the strength of graduate students’ dropout intentions. Methodology: This study models their differential contributions using structural equation modeling, in AMOS®. Participants were 886 masters and doctoral students across programs and colleges in a Southwestern university in the United States. Findings: The best-fitting model demonstrated most significant influences on graduate students’ dropout intentions were predicted by: satisfaction with the overall graduate experience (not just program-of-study), self-efficacy for professional success (not just coursework), and the Perceived Graduate Experience Gap (expectations vs. experience in graduate school). Model fit was excellent for the whole group, and demonstrated some nuanced differences for subgroups, notably by degree type and point-in-program. Recommendations for Practitioners: These findings illuminate considerations useful to graduate faculty and program administrators concerned about improving retention and completion. They can inform policies and practice for preventing and reducing graduate student dropout.

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Are You Satisfied? Exploring the Mediating Effects of Mentoring Communication Strategies in Predicting Chinese International Graduate Students’ Program Satisfaction

Cited by 13 publications

References 64 publications

Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

Global Korea Scholarship students: Intention to stay in the host country to work or study after graduation

Modeling American Graduate Students’ Perceptions Predicting Dropout Intentions

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