{"title":"Asian international graduate students’ experiences with their advisors in Korean higher education","authors":"Heeyoung Lee, Jae-Eun Jon, Eunyoung Kim","doi":"10.1007/s12564-024-10011-4","DOIUrl":null,"url":null,"abstract":"<div><p>This qualitative study explores Asian international students’ academic experiences in Korean graduate education, focusing on their relationships with Korean advisors. The findings identify three themes in how these international students perceive their Korean advisors, namely as (a) academically and professionally supportive, (b) responsive but not proactive, or (c) non-responsive and laissez-faire. The findings also highlight the importance of cultural differences, level of degree, and departmental and disciplinary cultures in building the relationship between international students and their Korean advisors. The study sheds light on the significance of the advisor’s role in the success of international graduate students and on cultural nuances in Korean graduate education. Implications for graduate education practices in Korea and beyond are discussed.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"621 - 633"},"PeriodicalIF":2.3000,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia Pacific Education Review","FirstCategoryId":"95","ListUrlMain":"https://link.springer.com/article/10.1007/s12564-024-10011-4","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This qualitative study explores Asian international students’ academic experiences in Korean graduate education, focusing on their relationships with Korean advisors. The findings identify three themes in how these international students perceive their Korean advisors, namely as (a) academically and professionally supportive, (b) responsive but not proactive, or (c) non-responsive and laissez-faire. The findings also highlight the importance of cultural differences, level of degree, and departmental and disciplinary cultures in building the relationship between international students and their Korean advisors. The study sheds light on the significance of the advisor’s role in the success of international graduate students and on cultural nuances in Korean graduate education. Implications for graduate education practices in Korea and beyond are discussed.
期刊介绍：
The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context.
APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003.
APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
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