International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University
Abstract
In this study, I focused on international Chinese doctoral students and
sought to better understand their lived experience in transition to U.S.
higher education. I also aimed to explore strategies that can be employed to
improve these students’ academic and sociocultural experiences on
American campuses. Guided by the adult transition theory (Goodman,
Schlossberg & Anderson, 2006), this study used an interpretive
phenomenological method. Qualitative data were collected from in-depth
focus group interviews. The findings of this study informed higher education
educators and practitioners about unique challenges faced by international
Chinese graduates in transition and provided insightful knowledge for new
practice, programs, and policies that can be created to improve
international students’ transition and success.