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

Abstract

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.

International doctoral students’ perspectives on the qualities of supervisors: Expectations for intercultural supervision in Portuguese higher education

“…Nevertheless, and although a growing body of research focuses on IDS and on challenges and difficulties faced in their doctoral experiences (e.g., Doyle et al, 2017; Hu et al, 2016; Laufer and Gorup, 2019; Pinto, 2021; Winchester-Seeto et al, 2014; Yang and MacCallum, 2021), research dealing specifically with the qualities for supervising IDS is scarce, and in Portugal, it is inexistent. The general qualities and competences put forward in the literature seem adequate to supervising IDS, but as highlighted by Adrian-Taylor et al (2007), supervisors are central figures in IDS’ journeys since these ‘tend to have fewer social supports to help them cope with the many challenges they face while studying abroad’ (p. 92).…”

What Is Intercultural Communication Competence and Why We Need to Talk About It: A Call for Awareness among STEM Faculty

“…Mwangi, Changamire, and Mosselson found that financial concerns were a major issue for participants in their study, creating stress and distractions from academic work [23]. Lastly, Yang and MacCallum note that financial challenges, such as a shortage of funding, are a reality for international graduate students, but with support and understanding, these students can adapt and achieve despite these difficulties [25].…”

“…Moreover, these students often describe a lack of ethnic diversity and a predominant whiteness on their campuses, which can be hugely different from their countries of origin [23]. In addition, the classroom presents various challenges, including participation expectations, discussions that center the US context, limited space for multicultural perspectives, and conflicting worldviews [23], [25]. However, Yang and MacCallum found that despite the challenges and difficulties international graduate students face, with multilateral and reciprocal understanding, accommodation, and respect for differences, they were able to adapt and be successful [25].…”

“…This relationship can help students visualize their future in the field and undergo the process of identity development, while strained relationships can hinder the process and lead to negative attitudes towards the future [21]. Communication issues due to differences in values and beliefs [25] and limited research support from advisers [28] are also significant factors that can demotivate students.…”