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Understanding and Supporting Triple Transitions of International Doctoral Students: ELT And SuReCom Models
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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.
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“Drawing on existing international research, it may be that good peer relationships, a decline in bullying and the maintenance of high levels of overall motivation for schoolwork acted as a buffer against the decline in relationships with teachers, the more negative attitudes towards English and maths and school in general, and the decline in engagement and enjoyment (see Jindal-Snape & Ingram, 201”
From Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset (2023) · cites this paper as Jindal-Snape & Ingram, 2013
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Theoretical models of culture shock and adaptation in international students in higher education
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Self-citationChanging Practices in Chinese Cultures of Learning
Jin, L., & Cortazzi, M. (2006) · Language, Culture and Curriculum · doi:10.1080/07908310608668751 · Cited by 459
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Cited by
Jindal‐Snape, D., Bradshaw, P., Gilbert, A., Smith, N., & Knudsen, L. (2023) · Review of Education · doi:10.1002/rev3.3444 · Cited by 33
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Metadata
- Authors
- Jindal-Snape, D., & Ingram, R.
- Affiliations
- University of Dundee (GB)
- ORCID
- Ingram, Richard
- Venue
- Journal of Perspectives in Applied Academic Practice
- Published
- 2013-06-14
- Volume
- 1
- Issue
- 1
- ISSN
- 2051-9788 (ISSN-L)
- OpenAlex
- W2053564937
- Cited by
- 45
- References
- 2
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 4 · 2023: 8 · 2022: 4 · 2021: 8 · 2020: 3 · 2019: 4 · 2018: 1 · 2017: 4 · 2016: 2 · 2015: 2 · 2014: 1
- FWCI
- 3.02
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- Journal of Perspectives in Applied Academic Practice (publishedVersion, cc-by-nc-sa)
- Discovery Research Portal (University of Dundee) (submittedVersion, cc-by)
- Topics
- Social Sciences › Education › Doctoral Education Challenges and Solutions
- Social Sciences › Communication › International Student and Expatriate Challenges
- Social Sciences › Education › Higher Education Governance and Development
- Keywords
- international doctoral students, triple transition, doctoral supervision, supervisory relationship, educational transitions, life transitions, ABC model, emotional intelligence, resilience, student well-being
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