輔導(dǎo)為國際研究生的成功和進(jìn)步做出了相當(dāng)大的貢獻(xiàn)。本混合方法案例研究的目的是探討中國重點(diǎn)綜合性大學(xué)(KCCU)的導(dǎo)師與國際研究生(IGSM)之間的輔導(dǎo)關(guān)系。本研究以Bronfenbrenner(2009)生物生態(tài)系統(tǒng)理論為鏡頭,了解IGSM在KCCU輔導(dǎo)經(jīng)驗(yàn)的多重因素影響。六名導(dǎo)師和他們的六名國際研究生學(xué)員參加了各自持續(xù)45至90分鐘的個人面試(二元方法)。此外,研究人員還與12名IGSM進(jìn)行了焦點(diǎn)小組討論,并為其他167名國際研究生分發(fā)了一份調(diào)查問卷,以提高信息的可信度。在這一混合方法的案例研究中,研究人員采用了系統(tǒng)的歸納方法來分析涉及備忘錄寫作、多步驟編碼和理論采樣的數(shù)據(jù)。研究結(jié)果表明,輔導(dǎo)是一種動態(tài)、復(fù)雜和強(qiáng)大的工具和投資,有利于導(dǎo)師(通過增強(qiáng)他們的信心、獲得晉升和滿足感)、學(xué)員(通過增強(qiáng)他們的個人、學(xué)術(shù)和專業(yè)技能和實(shí)現(xiàn)其目標(biāo))和高等教育機(jī)構(gòu)(提高保留率和畢業(yè)率,提高聲譽(yù)和排名等)。IGSM的年齡、以往在本國的學(xué)術(shù)成就、導(dǎo)師與學(xué)員會議頻率時間、對現(xiàn)有支助服務(wù)的認(rèn)識、教學(xué)和學(xué)習(xí)策略、課程、經(jīng)濟(jì)和語言障礙對IGSMs的學(xué)習(xí)成績有很大影響。導(dǎo)師們表示,有必要制定一個標(biāo)準(zhǔn)化和創(chuàng)新的輔導(dǎo)計(jì)劃...

【文章頁數(shù)】：301 頁

【學(xué)位級別】：博士

【文章目錄】：
DEDICATION
ABSTRACT
摘要
ACKNOWLEDGMENT
CHPATER ONE INTRODUCTION
    1.1 BACKGROUND OF THE STUDY
    1.2 STATEMENT OF THE PROBLEM
    1.3 THE RESEARCH QUESTIONS
    1.4 THE SIGNIFICANCE OF THE STUDY
    1.5 THE OBJECTIVE OF THE STUDY
    1.6 THE CREATIVE ASPECT OF THIS RESEARCH STUDY
    1.7 DEFINITIONS OF KEY TERMS
    1.8 THE ORGANIZATION OF THE RESEARCH STUDY
CHAPTER TWO LITERATURE REVIEW:ACADEMIC MENTORING AND INTERNATIONALIZATION OF HIGHER EDUCTION INSTITUTIONS
    2.1 INTRODUCTION
    2.2 THE HISTORY OF MENTORING
    2.3 DEFINITIONS OF MENTORING
    2.4 CHARACTERISTICS OF MENTORING
    2.5 THE APPROACHES OF MENTORING
        2.5.1 Offline Mentoring
        2.5.2 Online Peer Mentoring
    2.6 THE CONTEXT OF MENTOR AND MRNTEE ROLES
        2.6.1 Mentee’s perceptions on the roles of a mentor
        2.6.2 Mentor’s Perceptions on the Roles of a Mentee
    2.7 PEER MENTORING IN HIGHER EDUCATION
    2.8 BENEFITS OF MENTORING
    2.9 INTERNATIONALIZATION OF HIGHER EDUCATION
        2.9.1 Chinese Higher Education
        2.9.2 Current international students in China
        2.9.3 Factors Influencing International Students’Academic Performance
CHAPTER THREE CONCEPTUAL AND THEORETICAL FRAMEWORK
    3.1 INTRODUCTION
    3.2 CONCEPTUAL FRAMEWORK
    3.3 THE THEORETICAL FRAMEWORK
    3.4 SUMMARY
CHAPTER FOUR METHODOLOGY AND RESEARCH DESIGN
    4.1 INTRODUCTION
    4.2 OBJECTIVES AND RESEARCH DESIGN
    4.3 RESEARCH PARADIGM AND RESEARCH DESIGN
    4.4 THE SETTING
    4.5 POPULATION AND SAMPLING
    4.6 ETHICAL CONSIDERATIONS
        4.6.1 Informed Consent,Anonymity and Confidentiality
    4.7 RESEARCH METHODS,INSTRUMENTATION AND DATA COLLECTION
        4.7.1 Qualitative Study Design
        4.7.2 Quantitative Study– Survey Design
        4.7.3 Mixed Methods Research Approach:Rationale
    4.8 DATA ANALYSIS STYLE
        4.8.1 Qualitative Data Analysis
        4.8.2 Quantitative Data Analysis
        4.8.3 Mixed Methods
    4.9 SUMMARY
CHAPTER FIVE RESULTS AND DISCUSSION
    5.1 INTRODUCTION
    5.2 RESEARCH PARTICIPANTS
        5.2.1 Individual interview
        5.2.2 Focus Group Discussion
        5.2.3 Survey
    5.3 COMPOSITE STRUCTURES
    5.4 CODING:PROCESS OF DEVELOPING THE THEMES
    5.5 QUALITATIVE DATA
        5.5.1 Profile of the Key Comprehensive Chinese University(KCCU)
        5.5.2 Facilities provided to international students of KCCU
        5.5.3 Accommodation
        5.5.4 Tuition Fees for Self-Sponsored International Students
        5.5.5 Focus Group Discussion(Mentees)
    5.6 QUANTITATIVE DATA
    5.7 TRUSTWORTHINESS
        5.7.1 Credibility
        5.7.2 Prolonged Engagement and Persistent Observation
        5.7.3 Dependability
        5.7.4 Conformability
    5.8 DISCUSSION
        5.8.1 Emergent Themes
            5.8.1.1 Experiences of International Graduate Student Mentees at KCCU
            5.8.1.2 Experiences of Faculty Mentors at KCCU
    5.9 SUMMARY OF THE RESULTS
CHAPTER SIX CONCLUSIONS,IMPLICATIONS AND RECOMMENDATIONS
    6.1 INTRODUCTION
    6.2 WHAT THE STUDY FOUND?
    6.3 SUMMARIES OF THE KEY RESEARCH FINDINGS
        6.3.1 Mentoring
        6.3.2 Internationalization of Higher Education:Revisited
    6.4 SUMMARY OF THE STUDY
        6.4.1 Review of the Literature
        6.4.2 Methodology
        6.4.3 Findings
        6.4.4 Discussion
    6.5 SUGGESTIONS AND RECOMMENDATIONS
    6.6 IMPLICATION FOR HIGHER EDUCATION INSTITUTIONS
        6.6.1 Implication for Mentors
        6.6.2 Implication for International Graduate Student Mentees
    6.7 RECOMMENDATIONS FOR FUTURE RESEARCH
    6.8 LIMITATIONS OF THE RESEARCH
    6.9 CONCLUDING REMARKS
BIBLIOGRAPHY
APPENDICES



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