Understanding and Supporting Triple Transitions of International Doctoral Students: ELT And SuReCom Models

Authors

  • Divya Jindal-Snape University of Dundee
  • Richard Ingram School of Education, Social Work and Community Education, University of Dundee

DOI:

https://doi.org/10.14297/jpaap.v1i1.39

Keywords:

Triple transitions, international doctoral students, educational and life transitions model, supervision remit compatibility model

Abstract

This paper presents two original conceptual models to explain the triple transitions ofinternational doctoral students and how these can be facilitated better through effective supervisory relationships. These models are based on primary data collected by authors and well known theories, namely the ABC model, Emotional Intelligence and Resilience. The data suggest that when international doctoral students moved to the UK,they had to deal with not only a new educational system and different level of studies; they also had to deal with the daily life issues of being in a new country. These educational and daily life issues were not mutually exclusive and had an impact on each other. However, if one was going exceptionally well,it could act as a buffer for any problems in the other area. Transparent supervisory relationships, where mutual expectations were clear, were seen tobe an effective way of enhancing the transition experience of international doctoral students. This study is the first to explore the triple transitions ofinternational students. The Educational and Life Transitions (ELT) andSupervision Remit Compatibility (SuReCom) models are significant in ensuring successful transition and well-being of international doctoral students.

Author Biographies

  • Divya Jindal-Snape, University of Dundee
    Divya Jindal-Snape is Professor of Education, Inclusion and Life Transitions in the School of Education, Social Work and Community Education. Her research interests lie in the field of inclusion and educational transitions. A significant proportion of her work has been with children and young people with additional support needs, especially children and young people with visual impairment, autism, learning difficulties, emotional and behavioural needs. This has also involved developing social interaction through drama techniques and other forms of creative arts education.
  • Richard Ingram, School of Education, Social Work and Community Education, University of Dundee
    Richard Ingram is a lecturer in Social Work. His current interests include the exploration of the role of emotions within social work practice. This is linked to a developing research interest in examining constructs of the social work profession and the role of supervision.

References

Adeyemo, D.A. (2007). Moderating influence of emotional intelligence on the link between academic self-efficacy and achievement of university students. Psychology and Developing Society, 19(2), 199-213.

Evans, C., & Stevenson, K. (2010). The learning experiences of international doctoral students with particular reference to nursing students: A literature review. International Journal of Nursing Studies, 47(2), 239-250.

Evans, C., & Stevenson, K. (2011).The experience of international nursing students studying for a PhD in the U.K: A qualitative study. BMC Nursing, 10(11). Retrieved on 12th December 2011 from http://www.biomedcentral.com/1472-6955/10/11 .

Goleman, D. (1995). Emotional Intelligence. London: Bloomsbury.

Grant, B, &McKinley, E. (2011). Colouring the pedagogy of doctoral supervision: considering supervisor, student, and knowledge through the lens of indigeneity. Innovations in Education and Teaching International, 48(4), 377-386.

Jin, L., & Cortazzi, M. (1998). Expectations and questions in intercultural classrooms. Intercultural communication studies, 7(2), 37-62.

Jin, L., & Cortazzi, M. (2006). Changing practices in Chinese cultures of learning. Language, Culture and Curriculum, 19(1), 5-20.

Jin, L., & Hill, H. (2001). Students’ expectations of learning key skills and knowledge. International Journal of Language and Communication Disorders, 36 (Suppl.), 333-338.

Jindal-Snape, D. (2010). Moving on: Integrating the lessons learnt and the way ahead. In D. Jindal-Snape (Ed.), Educational Transitions: Moving Stories from around the world (pp. 223-244). New York: Routledge.

Jindal-Snape, D., & Booth, H. (2010). International Doctoral Students’ Experience of Transitions: Examples of Video Case Studies to Facilitate Transitions. S-ICT Conference, Student mobility and ICT: World in transition, 1st -2nd November 2010, The Hague, Netherlands. Access proceedings from http://www.fdewb.unimaas.nl/educ_v2/STEP/Documents/Proceedings_S_ICT2010_Final.PDF

Jindal-Snape, D. & Miller, D.J. (2008). A challenge of living? Understanding the psycho-social processes of the child during primary-secondary transition through resilience and self-esteem theories. Educational Psychology Review, 20, 217–236.

Jindal-Snape, D.,& Snape, J.B. (2006). Motivation of Scientists in a Government Research Institute: Scientists' perceptions and the role of management. Management Decision, 44(10), 1325-1343.

Lazarus, R.,& Folkman, S. (1984). Stress, Appraisal and Coping. New York: Springer Publishing Company.

Le, T., & Gardner, S.K. (2010). Understanding the Doctoral Experience of Asian International Students in the Science, Technology, Engineering, and Mathematics (STEM) Fields: An Exploration of One Institutional Context. Journal of College Student Development, 51 (3), 252-264.

Lee, J-S, Koeske, G.K., &Sales, E. (2004). Social support buffering of acculturative stress: a study of mental health symptoms among Korean international students. International Journal of Intercultural Relations, 28(5), 399-414.

Lindebaum, D., & Cartwright, C. (2011). Leadership effectiveness: the costs and benefits of being emotionally intelligent. Leadership & Organization Development Journal, Vol. 32 (3) p.281 - 290

Lishman, J. (2009). Communication in social work, (2nd edition). Basingstoke: Palgrave.

O'Reilly, A., Ryan, D., & Hickey, T. (2010). The Psychological Well-Being and Sociocultural Adaptation of Short-Term International Students in Ireland. Journal of College Student Development, 51(5), 584-598.

Mayer, J. D., DiPaulo, M., & Salovey, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence. Journal of Personality Assessment,54, 772–781.

Moores, L., & Popadiuk, N. (2011). Positive Aspects of International Student Transitions: A Qualitative Inquiry, Journal of College Student Development, 52(3), 291-306.

Newman, T., & Blackburn, S. (2002). Transitions in the lives of children and young people: Resilience factors. Edinburgh: Scottish Executive Education Department.

Pietarinen, J., Soini, T., & Pyhältö, K. (2010). A horizontal approach to school transitions: a lesson learned from Finnish 15-year-olds'. Cambridge Journal of Education, 40(3), 229 -245.

Reilly, A., &Karounos, T. (2009). Exploring the link between Emotional intelligence and cross-cultural effectiveness. Journal of International Business and Cultural Studies. 1, 1-13.

Wang, J. (2009). A Study of Resiliency Characteristics in the Adjustment of International Graduate Students at American Universities. Journal of Studies in International Education, 13(1), 22-45.

Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock (2nd ed.). Hove, UK: Routledge.

Zhou, Y. F., Jindal-Snape, D., Topping, K. J. & Todman, J. (2008). Theoretical models of culture shock and adaptation in international students in higher education. Studies in Higher Education, 33(1), 63-75.

Zhou, Y., Todman, J., Topping, K. & Jindal-Snape, D. (2010). Cultural and pedagogical adaptation during transition from Chinese to UK Universities. In: D. Jindal-Snape (Ed.), Educational transitions: Moving stories from around the world (pp. 186-204). London & New York: Routledge.

Downloads

Published

2013-06-14

Issue

Vol. 1 No. 1 (2013)

Section

Original Research

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.