Navigating Educational Trajectories and Transitions: A Qualitative Systematic Literature Review on International STEM Doctoral Students

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  • Author(s): Alina Boutiuc-Kaiser (ORCID Alina Boutiuc-Kaiser (ORCID 0000-0002-1932-0202)
  • Language:
    English
  • Source:
    Hungarian Educational Research Journal. 2024 14(2):184-216.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Information Analyses
  • Additional Information
    • Availability:
      AK Journals. 1117 Budapest, Budafoki str. 187-189, A Building, 3rd floor, Budapest, Hungary. Tel: +36-1-464-8282; Fax: +36-1-464-8251; e-mail: [email protected]; Web site: https://akjournals.com
    • Peer Reviewed:
      Y
    • Source:
      33
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      STEM Education; Doctoral Programs; Doctoral Students; Foreign Students; Asians; Educational Experience; Student Attitudes; Socialization; Personal Autonomy; Student Mobility; Student Adjustment; Student Behavior; Learning Processes; Learning Trajectories; Cultural Influences; Economic Factors; Study Abroad; Educational Policy; Research Reports
    • ISSN:
      2064-2199
    • Abstract:
      To date, much of the research on international science, technology, engineering, and mathematics (STEM) doctoral students has focused either on international academic mobility or on students' acculturation and adjustment challenges and coping mechanisms in foreign academic contexts. In comparison, very little attention has been paid to Asian doctoral students and their personal experiences from a life course perspective. Based on a qualitative literature review, this article sheds light on the experiences of Asian doctoral students in STEM (science, technology, engineering, and mathematics) disciplines within a life-course theoretical approach, paying particular attention to their agency, socialisation, and educational trajectories and transitions. The process of migration/mobility and transition between academic institutions requires a reassessment of cognitive patterns, behaviours, learning mechanisms, and the exercise of agency and response. The findings highlight how the complex dynamics between agency, socialisation, cultural norms and values, economic factors, academic performance, and institutional parameters influence the educational trajectories and transitions of Asian STEM doctoral students abroad. The result contributes to a synthesis of research findings that could inform doctoral education policy.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1428279