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

Gao, Yan

doi:10.28945/4240

Cited by 9 publications

(8 citation statements)

References 36 publications

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“…This is consistent with the previous research that emphasizes a time-based con ict when employees overprioritize one role over another (Culbertson et al, 2011). Notwithstanding this, underquali ed faculty may also be deleterious to student progress as they lack the skills and competence to correctly direct their students to appropriate literature that can help the students comfortably handle their research (Gao, 2019;Singh, 2020).…”

Section: Discussionsupporting

confidence: 90%

Internationalizing Malawian Higher Education: towards more beneficial academic mobility.

Banda

Jin

Munthali

et al. 2021

Preprint

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Aim: This study investigated the intentions, opportunities, and barriers to engaging in a meaningful internationalization of higher education in Malawi.Methods: This was cross-sectional research that was done between June and October 2021. Using a purposive (judgmental) sampling, we recruited 212 respondents from various institutions of higher education in Malawi. Multilinear regression analysis was used to analyze the factors with the P-value set at 0.05 level of statistical significance. Results: The results indicated that the majority of the respondents were males (63.7%) who fell into 30 years age bracket. Further, the results from the multilinear regression analysis indicate that Institutional collaboration (ß=0.326, p=0.000, CI=0.27—0.383), clear Policy on Mobility (ß=0.146, p=0.0.004, CI=0.047-0.246), experience (ß=0.083, p=0.117, CI=-0.021-0.186), academic rank (ß=0.114, p=0.000, CI=0.069-0.159) were positively statistically significant variables, whereas on the other hand, Occupation (ß=-0.131, p=0.002, CI=-0.213-0.49), academic qualification (ß=-0.106, p=0.013, CI=-0.19-0.023 and mobilityImportance (ß=-0.116, p=0.022, CI=-0.215-0.017) were negatively significant variables respectively.Conclusion and Recommendations: institutions need to invest in international and inter-institutional collaboration, clarify policy direction regarding academic mobility, keep track and linkages with mobile faculty, create a conducive social and formal institutional culture that attracts back mobile faculty, and reduce staff turnover.

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Section: Discussionsupporting

confidence: 90%

Internationalizing Malawian Higher Education: towards more beneficial academic mobility.

Banda

Jin

Munthali

et al. 2021

Preprint

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“…This is also evident in the delayed completion of students pursuing graduate and postgraduate programs conspicuously evident in the Malawian higher education system. Literature attests that 45-50% of graduate students complete their course work yet fail to graduate due to supervision-related challenges (Gao, 2019). This is consistent with the previous research that emphasizes a time-based con ict when employees overprioritize one role over another (Culbertson et al, 2011).…”

Section: Discussionsupporting

confidence: 88%

Malawian Higher Education: towards a more internationalized system.

Banda

Jin

Munthali³

et al. 2021

Preprint

View full text Add to dashboard Cite

Aim: This study investigated the intentions, opportunities, and barriers to engaging in a meaningful internationalization of higher education in Malawi. Methods: This was cross-sectional research that was done between June and October 2021. Using a purposive (judgmental) sampling, we recruited 212 respondents from various institutions of higher education in Malawi. Multilinear regression analysis was used to analyze the factors with the P-value set at 0.05 level of statistical significance. Results: The results indicated that the majority of the respondents were males (63.7%) who fell into 30 years age bracket. Further, the results from the multilinear regression analysis indicate that Institutional collaboration (ß=0.326, p=0.000, CI=0.27—0.383), clear Policy on Mobility (ß=0.146, p=0.0.004, CI=0.047-0.246), experience (ß=0.083, p=0.117, CI=-0.021-0.186), academic rank (ß=0.114, p=0.000, CI=0.069-0.159) were positively statistically significant variables, whereas on the other hand, Occupation (ß=-0.131, p=0.002, CI=-0.213-0.49), academic qualification (ß=-0.106, p=0.013, CI=-0.19-0.023 and mobilityImportance (ß=-0.116, p=0.022, CI=-0.215-0.017) were negatively significant variables respectively. Conclusion and Recommendations: institutions need to invest in international and inter-institutional collaboration, clarify policy direction regarding academic mobility, keep track and linkages with mobile faculty, create a conducive social and formal institutional culture that attracts back mobile faculty, and reduce staff turnover.

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“…There are, too, multiple supervision challenges that contribute to research failure experiences of international postgraduate students (Gao, 2019;Khozaei et al, 2015;Mohamed et al, 2012). For example, one of the most common breakdowns in supervision is the supervisor's varied roles in the institution.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The supervisor's main role is to provide substantial time to guide a student in the chosen research project. However, as they themselves are active researchers and have other academic priorities, such as teaching and administrative loads, supervisors tend to neglect supervision time (Gao, 2019). In Gao's (2019) study, an international postgraduate student was excited to be associated with an internationally renowned scholar in his field; however, by the time of enrolment the supervisor had started a collaborative research project with a university in the United States, leaving this student alone on the supervision journey, which eventually impacted research progress severely.…”

Section: Literature Reviewmentioning

confidence: 99%

Academic Failure: Unspoken Experiences by International Postgraduate Students in a Malaysian University

Singh¹

2020

ije

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Malaysia aspires to become a regional and international hub of higher education through an international student mobility initiative. Existing scholarly work on international students is skewed towards understanding the general challenges faced by international students, but limited work has been conducted in exploring the impact of severe supervision challenges on international postgraduate students’ experiences in a Malaysian research university. Hence, this paper explores the evidence of academic failure experienced by international postgraduate students by drawing on semi-structured interviews with 33 international postgraduate students. Academic failure experiences were faced by international postgraduate students as a result of two major challenges: supervision issues, and faculty mismanagement. The experience of academic failure has impacted the students’ enthusiasm, motivation and inspiration in progressing in their research work and has also impacted them psychologically. The implications for developing significant and profound strategies to assist international postgraduate students in achieving positive educational outcomes are also discussed.

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

Cited by 9 publications

References 36 publications

Internationalizing Malawian Higher Education: towards more beneficial academic mobility.

Internationalizing Malawian Higher Education: towards more beneficial academic mobility.

Malawian Higher Education: towards a more internationalized system.

Academic Failure: Unspoken Experiences by International Postgraduate Students in a Malaysian University

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