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Examining Chinese postgraduate students’ academic adjustment in the UK higher education sector : a process-based stage model.

Quan, R. and He, X. and Sloan, D. (2016) 'Examining Chinese postgraduate students’ academic adjustment in the UK higher education sector : a process-based stage model.', Teaching in higher education., 21 (3). pp. 326-343.

Abstract

The current theories relating to international student transition have largely tended to concentrate on what is to be adapted. This research contributes to the pedagogic literature examining how the transition is made by international postgraduate students. Using data from 20 qualitative in-depth interviews in conjunction with observations of teaching sessions and the researchers’ field notes, we discovered a process-based stage model which identifies a step-by-step approach at a micro-level of academic transition. Our findings extended the prior stage modes to incorporate students’ pre-arrival experience and claim that the pre-departure stage plays a crucial role on Chinese students’ later academic adjustment in the UK. The finding of our four-stage-model helps not only higher education institutions increasing sensitivity to the design of study programmes and induction provision but provides practical implications for recruitment agents that attempt to engage students’ pre-arrival preparations in terms of enhancing their marketing strategy in the long term.

Item Type:Article
Full text:(AM) Accepted Manuscript
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Status:Peer-reviewed
Publisher Web site:http://dx.doi.org/10.1080/13562517.2016.1144585
Publisher statement:This is an Accepted Manuscript of an article published by Taylor & Francis Group in Teaching in Higher Education on 12/02/2016, available online at: http://www.tandfonline.com/10.1080/13562517.2016.1144585.
Date accepted:14 January 2016
Date deposited:20 January 2016
Date of first online publication:12 February 2016
Date first made open access:12 August 2017

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