Pursuing Doctoral Research in an Emerging Knowledge Hub: An Exploration of International Students' Experiences in China

Autor/inn/en	Dai, Kun; Hardy, Ian
Titel	Pursuing Doctoral Research in an Emerging Knowledge Hub: An Exploration of International Students' Experiences in China
Quelle	In: Studies in Higher Education, 48 (2023) 6, S.784-796 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dai, Kun) ORCID (Hardy, Ian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2023.2166917
Schlagwörter	Foreign Countries; Foreign Students; Doctoral Students; Student Experience; Learning Experience; Student Adjustment; Student Empowerment; Doctoral Programs; Study Abroad; China + Suchen Sie Ihr Suchwort? Ausland; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studienerfahrung; Lernerfahrung; Adjustment; Adaptation; Studienberechtigung; Studies abroad; Auslandsstudium
Abstract	International doctoral students are an influential group in knowledge creation and cross-national engagement. Existing studies have mainly focused on this cohort's learning and research experiences in developed countries. However, relatively few studies have explored these students' experiences in non-traditional learning destinations. Drawing upon Bourdieu's concepts of field, capital and habitus, and the notion of global-national-local imbrications, this study explores international doctoral students' academic learning experiences in what can be understood as the Chinese academic sub-field. By interviewing 35 international doctoral students in a Chinese university, findings suggest that these students encountered certainty and uncertainty initially before some were able to navigate the Chinese academic sub-field more strategically. As a result, students progressively developed an in-between cosmopolitan habitus; this included as a result of exposure to both Chinese and international academic logics through learning with Chinese academic returnees. Students' experiences suggest that the Chinese academic sub-field can be understood as something of an in-between field that imbricates the global, national, and local within higher education contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01