The social integration experiences of international doctoral students at Russian universities

Abdul-Rahaman, Nurudeen; Андреевич, Терентьев Евгений; Iddrisu, Issah

doi:10.4102/the.v7i0.206

Cited by 2 publications

(7 citation statements)

References 44 publications

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“…Doctoral education has grown dramatically in Russia. 15 The number of graduate students is thus relatively high. For example, in 2021, 90,156 doctoral students were studying at universities and research institutes nationwide, with 27,992 new doctoral students enrolling and 14,326 graduating.…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, in 2021, 90,156 doctoral students were studying at universities and research institutes nationwide, with 27,992 new doctoral students enrolling and 14,326 graduating. 15 Earlier evidence suggests that the system of doctoral education in Russia keeps expanding. 13 Due to the country’s “democratization” of doctoral education, the number of doctoral students skyrocketed between 1990 and 2000, from 53,541 in 1994 to 157,437 in 2010.…”

Section: Literature Reviewmentioning

confidence: 99%

“… 18 The number of international doctoral students (IDS) at Russian universities and research institutions increased dramatically between 2010 and 2019. 15 In 2019, IDS constituted 9% of doctoral students. Today, most doctoral students in Russia come from Asia and the Middle East and countries of the former Soviet Union (making up nearly 40% of all IDS).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Today, most doctoral students in Russia come from Asia and the Middle East and countries of the former Soviet Union (making up nearly 40% of all IDS). 15 …”

Section: Literature Reviewmentioning

confidence: 99%

“…Russia has an extensive doctoral education system with a significant proportion of international doctoral students. 15 However, research that compares the experiences of domestic and international doctoral students studying at Russian universities amid this global calamity is lacking. With the pandemic showing no signs of abating in Russia, these challenges will likely persist for some time, thereby affecting students’ wellbeing.…”

Section: Introductionmentioning

confidence: 99%

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Challenges Posed by COVID-19 on Doctoral Students’ Wellbeing in Russia: Of International and Domestic Doctoral Students, Who Suffers More?

Abdul-Rahaman¹

2023

PRBM

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Background While universities closed, implementing remote teaching and learning in response to COVID-19, this change significantly impacted the lives of graduate students, given their exposure to unique and diverse experiences. It thus has become essential to understand the possible differences in regard to the pandemic’s impact on international and domestic students. Purpose The aim of this study was to explore the consequences of the challenges posed by COVID-19 on doctoral students’ wellbeing in Russia. Methods The study surveyed 4454 doctoral students across 249 Russian public universities. Results The challenges posed by COVID-19 negatively affected international doctoral students’ learning experience (β= −0.269, p<0.001); students’ satisfaction with supervision (β= −0.098, p<0.001); dissertation experience (β= −0.039, p<0.001); and doctoral program satisfaction (β= −0.034, p<0.001). Furthermore, the challenges posed by COVID-19 affected domestic doctoral students’ learning experience (β=−0.368, p<0.001); students’ satisfaction with supervision (β=−0.194, p<0.001) and doctoral program satisfaction (β=−0.034, p<0.001). However, the influence of the challenges posed by COVID-19 on communication frequency was relatively positive for both international (β=0.060, p<0.001) and domestic students (β=0.021, p<0.001), and dissertation experience (β=0.061, p<0.001) was also positive for only domestic students. Furthermore, controlled factors comprising field of study (β=−0.033, p<0.001); year of study (β=0.127, p<0.001); and university region (β=−0.056, p<0.001) influenced the effect of the challenges posed by COVID-19 on international doctoral students. Conclusion The COVID-19 challenges had the greatest impact on the wellbeing of international students. Furthermore, both international and domestic students’ communication frequency with their supervisors underwent a relatively positive impact (which implies no effect on both categories of students). Furthermore, the challenges posed by COVID-19 had no effect on domestic students’ dissertation experiences. Finally, among the controlled variables, field of study, year of study, and university region were discovered to be significant factors in relation to the challenges posed by COVID-19 for international students.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

“…Today, most doctoral students in Russia come from Asia and the Middle East and countries of the former Soviet Union (making up nearly 40% of all IDS). 15 …”

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Challenges Posed by COVID-19 on Doctoral Students’ Wellbeing in Russia: Of International and Domestic Doctoral Students, Who Suffers More?

Abdul-Rahaman¹

2023

PRBM

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Factors that play a role in international PhD candidates’ social experiences with inclusion and integration in an international learning environment: A narrative inquiry in a Dutch research university

Aladegbaiye,

de Jong,

Beldad

et al. 2024

Research in Comparative and International Education

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International universities often promote inclusive learning environments to aid their sojourners’ social integration and improve their well-being. However, little is known about how social experiences with inclusion and integration (SEII) unfold for international PhD candidates in Dutch research universities (DRUs). This study uses the narratives of twenty IPCs to understand the factors that play a role in their SEII in a DRU. Findings suggest that nine factors may define SEII among the participants. Two factors—prior experiences in an ILE and identity in PhD role—played a role in participants’ early SEII, while seven factors played a role in participants’ early and later SEII. These included IPCs’ social participation level, intercultural interaction dynamics, shared language adaptation, cultural events, university’s international campus climate, social support, and perceived prejudice and stereotypes. IPCs and their international universities should align expectations to promote an inclusive social climate to foster social integration of IPCs.

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The social integration experiences of international doctoral students at Russian universities

Cited by 2 publications

References 44 publications

Challenges Posed by COVID-19 on Doctoral Students’ Wellbeing in Russia: Of International and Domestic Doctoral Students, Who Suffers More?

Challenges Posed by COVID-19 on Doctoral Students’ Wellbeing in Russia: Of International and Domestic Doctoral Students, Who Suffers More?

Factors that play a role in international PhD candidates’ social experiences with inclusion and integration in an international learning environment: A narrative inquiry in a Dutch research university

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