‘Dear Epsom’: a poetic autoethnography on campus as home of an international doctoral student in Aotearoa New Zealand DOI Creative Commons
Anh Ngoc Quynh Phan

London Review of Education, Journal Year: 2023, Volume and Issue: 21(1)

Published: Jan. 1, 2023

This article delineates my place attachment and sense of home in Epsom campus, University Auckland, Aotearoa New Zealand, where I studied for PhD two periods time: during the first year programme, when was established; returned to Vietnam six-month research trip stranded due Covid-19 pandemic, leading campus being weakened disrupted. Using poetic autoethnography as methodology, recount personal experiences how grew attached university a physical place, social spaces cultural diversity, friendship, academic student identity development. The offers an analysis unique emotional experience on off involuntarily, which is hardly found extant literature international mobility students’ lived experiences.

Language: Английский

The new artefacts: teaching development during the Covid-19 pandemic and implications for future practice DOI Creative Commons
Jill Dickinson, Teri-Lisa Griffiths

Higher Education Research & Development, Journal Year: 2025, Volume and Issue: 44(1), P. 133 - 146

Published: Jan. 2, 2025

Language: Английский

Citations

0
Surfacing the conceptualizations of international PhD student agency: the necessity for an integrative research agenda DOI
Xiujuan Sun, Hantian Wu

Higher Education, Journal Year: 2023, Volume and Issue: 87(5), P. 1569 - 1584

Published: July 12, 2023

Language: Английский

Citations

3
Developing a distance-based doctoral supervisory model: Inquiry over disrupted trajectories DOI Creative Commons
Grace Yue Qi, Gillian Skyrme, Cynthia White

et al.

Distance Education, Journal Year: 2023, Volume and Issue: 45(1), P. 187 - 204

Published: April 24, 2023

This paper proposes a distance-based doctoral supervisory model to support students in the process of navigating self, agency, and emotions over their journey. The emerged through our examination lived experiences three Chinese female who, though enrolled as internal New Zealand university, were prevented by pandemic from returning Spring Festival sojourn China, continued study distance. We employed narrative analysis deeply engage with stories shared diaries one-on-one interviews, alongside social media interactions. These revealed strong commitment emanating answerability toward research projects, already underway, agentive actions maintain peer-to-peer academic emotional support, enabling resilience reflexivity about personal values needs. Learning this experience, we emphasize need nurture important bonds between students, peers supervisors online environments.

Language: Английский

Citations

2
The shifting landscape of international higher education: Why Chinese returnees with overseas degrees come back for doctoral studies? DOI

Kejin Zhu,

F. S. Zhang

Higher Education Research & Development, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 16

Published: July 2, 2024

The post-pandemic era might witness a shifting landscape of international higher education, partially reflected by restructuring student mobility (ISM) patterns. Notably, there is nascent trend Chinese returnees with degrees from Anglo-American universities pursuing doctoral studies at home. Previous research concentrates on the motivations students learning abroad and experiences foreign in China; understanding 'reverse' thin. This empirical study unveils underlying incentives behind students' decision to return for through an analytical framework exploring asymmetrical power relationships among ISM actors. 23 candidates/graduates eight participated semi-structured interviews. findings reveal narrowed gap STEM (science, technology, engineering, mathematics) education between Anglophone universities. promising industries life prospects China's megacities impel overseas earlier career paths. Meanwhile, they have suffered multiple risks including outsider identity, xenophobia, safety concerns, while enjoying privileges enrollment As repositioning its peripheral status, China still has lot improve institutionalization application-assessment admission system, internationalization curriculum, quality assurance pedagogical practices.

Language: Английский

Citations

0
Refining the narrative: An autoethnographic insight into academic identity construction and development in a Chinese doctoral student's journey in the United States DOI
Xiaolong Lu

System, Journal Year: 2024, Volume and Issue: 125, P. 103425 - 103425

Published: Aug. 2, 2024

Language: Английский

Citations

0
‘Dear Epsom’: a poetic autoethnography on campus as home of an international doctoral student in Aotearoa New Zealand DOI Creative Commons
Anh Ngoc Quynh Phan

London Review of Education, Journal Year: 2023, Volume and Issue: 21(1)

Published: Jan. 1, 2023

This article delineates my place attachment and sense of home in Epsom campus, University Auckland, Aotearoa New Zealand, where I studied for PhD two periods time: during the first year programme, when was established; returned to Vietnam six-month research trip stranded due Covid-19 pandemic, leading campus being weakened disrupted. Using poetic autoethnography as methodology, recount personal experiences how grew attached university a physical place, social spaces cultural diversity, friendship, academic student identity development. The offers an analysis unique emotional experience on off involuntarily, which is hardly found extant literature international mobility students’ lived experiences.

Language: Английский

Citations

1