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Exploring the Experiences of International Doctoral Students Seeking Employment in the United States Using Grounded Theory.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring the Experiences of International Doctoral Students Seeking Employment in the United States Using Grounded Theory./
作者:	Zhang, Bo.
面頁冊數:	1 online resource (246 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
標題:	Educational administration. -
電子資源:	click for full text (PQDT)
ISBN:	9798379919566

Exploring the Experiences of International Doctoral Students Seeking Employment in the United States Using Grounded Theory.
Zhang, Bo.

Exploring the Experiences of International Doctoral Students Seeking Employment in the United States Using Grounded Theory. - 1 online resource (246 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ed.D.)--University of Hartford, 2023.

Includes bibliographical references

From 2010 to 2020, a total of 177,454 doctorates were awarded to international students in the United States (U.S.). In 2020, there were 18,482 international doctorate recipients in the U.S., and approximately 73% of them revealed their intention to stay in the country after graduation (National Science Foundation, 2021). Many international doctoral students seek employment opportunities and or employment-based permanent residency in the U.S. (Banjong & Olson, 2016; Hegarty, 2014; Kato & Sparber, 2013; NAFSA, 2018; National Science Foundation, 2021; Popadiuk & Arthur, 2014). However, existing literature on international doctoral students primarily focused on their transition and adjustment to challenges when they started the doctoral program and their employability on a global scale, particularly at the graduate level, but research exploring holistic experiences when they seek employment in the U.S. as well as their career development during their doctoral studies is lacking (Popadiuk & Arthur, 2014; Shen & Herr, 2004; Zhao et al., 2022). This study aimed to address that gap and highlight the significance of cultural responsiveness provided by organizations, particularly administration, for international doctoral students.Guided by the conceptual framework of the "Model of Employment Support for International Doctoral Students" (MESIDS), this grounded theory study examined their experiences in four aspects: U.S. immigration policies, hiring knowledge and practices of organizations, career development, and counseling services, and cultural responsiveness of organizations. Constructivist grounded theory was chosen as the methodology because it places participants' perspectives at the core of the analysis, and the theory and categories are constructed based on the data collected from the participants (Charmaz, 2006, 2008). Data were collected from interviews with 15 participants, all of whom were international students who had recently graduated from a doctoral program or were in their final year of doctoral studies and were seeking or planning to find employment in the United States. Four major themes emerged from the findings: (1) expectations of international doctoral students, (2) challenges of international doctoral students, (3) the support system of international doctoral students, and (4) achievements of international doctoral students. The final core category of this grounded theory emerged through the four themes is: Navigating Cultural Responsiveness for Enhanced Outcomes of International Doctoral Students in Immigration Policy, Career Services, and Employment.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379919566Subjects--Topical Terms:

1148465
Educational administration.
Subjects--Index Terms:

CareerIndex Terms--Genre/Form:

554714
Electronic books.

Exploring the Experiences of International Doctoral Students Seeking Employment in the United States Using Grounded Theory.
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