A Systematic Literature Review of Challenges Experienced by International Postgraduate Students and Implications for Supervisory Practice at South African Universities

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2021-03-04 DOI:10.1080/18146627.2022.2070507
M. Ramchander
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引用次数: 2

Abstract

Abstract South African universities have evidenced exponential increases in the numbers of doctoral students, bringing pressure to bear upon traditional supervisory practice. With the literature on the challenges experienced by international postgraduate students at South African universities being very limited, it was anticipated that the challenges experienced by international postgraduate students abroad could be drawn upon to inform supervisory practice. The aim of this paper was to perform a systematic literature review of the challenges experienced by international postgraduate students at universities in other parts of the world. The objective of the study was, firstly, to consolidate the empirical evidence and, secondly, to develop a framework to inform supervisory practice at South African universities. A systematic literature review was undertaken to identify relevant empirical studies relating to the challenges experienced by international postgraduate students. The search was executed by deploying keywords in selected databases. Twenty-one articles were identified and analysed using thematic analysis. The review evidenced that the key challenges that characterise international postgraduate students revolve around linguistic ability, cultural dissonance, academic expectations and isolation. While some studies found a positive relationship between supervisor multicultural competence and supervision satisfaction, supervisors find that both local and international students are equally challenged in academic writing. Some studies conclude that there is no difference in the supervision practice employed for international and local postgraduate students with many supervisors believing that international postgraduate students would be able to find their way through institutional and non-institutional support networks. A framework for the supervision of international postgraduate supervision has been suggested.
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国际研究生所面临的挑战及其对南非大学监督实践的影响的系统文献综述
摘要南非大学的博士生数量呈指数级增长,给传统的监管实践带来了压力。由于关于南非大学国际研究生所经历的挑战的文献非常有限,预计可以利用国际研究生在国外所经历的这些挑战来为监督实践提供信息。本文的目的是对世界其他地区大学的国际研究生所面临的挑战进行系统的文献综述。该研究的目的是,首先,巩固经验证据,其次,制定一个框架,为南非大学的监管实践提供信息。进行了一项系统的文献综述,以确定与国际研究生所经历的挑战有关的相关实证研究。搜索是通过在选定的数据库中部署关键字来执行的。通过专题分析确定并分析了21篇文章。该综述证明,国际研究生面临的主要挑战围绕着语言能力、文化不和谐、学术期望和孤立。虽然一些研究发现,导师的多元文化能力与导师满意度之间存在正相关关系,但导师发现,本地和国际学生在学术写作方面都面临着同样的挑战。一些研究得出结论,国际和本地研究生的监督实践没有差异,许多监督认为国际研究生能够通过机构和非机构支持网络找到自己的路。提出了国际研究生监督的框架。
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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