The Graduate Student Experience at a Research-Oriented University in Taiwan

Autor/in	Lin, Yii-Nii
Titel	The Graduate Student Experience at a Research-Oriented University in Taiwan
Quelle	In: Education, 135 (2014) 2, S.197-210 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Foreign Countries; Graduate Students; Student Experience; Research Universities; Satisfaction; Qualitative Research; Phenomenology; Semi Structured Interviews; Likert Scales; Professional Identity; Competence; Self Concept; Self Control; Work Attitudes; Psychological Patterns; World Views; Coping; Interpersonal Competence; Stress Variables; Emotional Adjustment; Goal Orientation; Time Management; Family Work Relationship; Responsibility; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienerfahrung; Forschungseinrichtung; Zufriedenheit; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Likert-Skala; Kompetenz; Selbstkonzept; Selbstbeherrschung; Work attitude; Arbeitshaltung; World view; Weltanschauung; Bewältigung; Interpersonale Kompetenz; Emotionale Anpassung; Zielorientierung; Zielvorstellung; Zeitmanagement; Verantwortungsübernahme; Zuständigkeit
Abstract	This paper describes the life experiences of graduate students who were satisfied with their graduate careers at a research-oriented university in Taiwan. A qualitative phenomenological method was used, with in-depth interviews for data collection. Participants included 17 master's students and eight doctoral students. Four themes emerged as central to the lives of these students: enhancing professional competence; developing autonomy, independence, and responsibility; augmenting interpersonal competence; and increasing self-awareness and self-control. Professional competence emerged as central to Taiwanese graduate students. Their efforts in developing autonomy, independence, and responsibility; interpersonal competence; and self-awareness and self-control, were viewed mainly as valuable for enhancing professional competence. In terms of three identity issues (work, love, and worldview) central to the development of emerging adults, the participants appeared to be dedicated much more to the "work" aspect of identity exploration than to the aspects of "love" and "worldview." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01