IBMEntored Buddy Program for First-Year International BME Doctoral Students

Research has shown that international graduate students of all engineering majors face various challenges (e.g., linguistic or cultural). Furthermore, female international graduate students are considered a "doubly marginalized" group due to their identity as international students and women. This study aims to determine the challenges experienced by female non-native English-speaking (NNES) international doctoral students in the engineering field and the impacts of these challenges. Existing studies have revealed NNES international doctoral students and female international graduate students’ challenges in the engineering field. However, there is a lack of knowledge about female NNES international doctoral students' challenges in the engineering field. This study seeks to address this gap. The data collection process involves interviews with eight female NNES international doctoral engineering students from a public land-grant research university. The study excludes first-year students to ensure participants have enough experience of the relevant issues. The major findings concern the different intersections of identities for female NNES international doctoral engineering students. As international doctoral students, participants face emotional, cultural, and immigration-related challenges when moving to another country. They additionally experience marginalization, insecurity, stereotyping, and inequality due to their identity as international students and women. Finally, they face significant linguistic challenges with speaking and writing due to their NNES. The results can assist U.S. higher institutions in finding ways to better help female NNES international doctoral students have more positive experiences and neutralize the gender gap in the engineering field.

The number of international students has grown at universities in the US. According to the Open Door Report (2020) published by the Institute of International Education, there were 1,075,496 international students in the US. In 2010, there were 723,277 international students in the US, According to the Open Door Report (2010). Many universities are looking to increase the numbers even more as a part of their internationalization efforts. US universities have been providing institutional support for international students' success. However, little effort has been made in improving the support of first-year international students. As the increased speed of international students in the US has slowed down because of the global students' recruiting competition, recruiting first-year international students' academic and social success becomes more important than ever before. This study is conducted based on the realization that there is a specific need for investigation on the institutional support for first-year international students. The study aimed to understand the actual experience of the first-year international students and how they describe the institutional support they received in their first year in the US. The study was guided by Russell and Petrie's model of academic adjustment and used Interpretative phenomenological analysis (IPA) for engaging first-year international students. The guiding question of the study was; What do first-year international students at a mid-sized public university in the South say about the support they receive from their university during their first year? Findings concluded that: Institutions need to (A) build a platform that provides programs and learning opportunities to engage both first-year international students and first-year American students and integrate them into learning opportunities, (B) offer engaging opportunities for the campus community, and (C) provide robust institutional support for academic success. Also, findings show that (D) Providing the institutional support which suits every first-year international student is a challenge, and (E) institutions need to make an effort to study what first-year international students think about current institutional support. --Author's abstract

Background: International PhD students account for a growing share of U.S. doctoral graduates – over 40% in science and engineering fields as of 2023 [1]– and contribute substantially to research output. Yet they face distinctive structural and psychosocial challenges (e.g. visa restrictions, funding barriers, cultural isolation) that may impact degree completion, well-being, and career outcomes [2,3]. We conducted a systematic review to synthesize recent empirical evidence on how these factors affect international doctoral students’ academic success, mental health, and post-graduation transitions in the U.S. Methods: We systematically searched five databases (Scopus, Web of Science, ERIC, PsycINFO, and ProQuest Dissertations & Theses Global) in late 2024 for peer-reviewed English-language studies (2019– 2025) focusing on international PhD students in U.S. universities [4,5] . Keywords combined terms for international/foreign doctoral students, U.S. context, and outcomes (e.g. “mental health,” “academic success,” “immigration policy,” “career transition”). Two reviewers independently screened titles/abstracts and full texts (using Rayyan) following PRISMA guidelines [6,7]. Data on study design, sample, measures, and findings were extracted. Studies were appraised with standard tools (JBI, CASP, MMAT) but not excluded on quality [8,9]. Because of heterogeneity, we performed a convergent synthesis: quantitative results were summarized descriptively (and meta-analyzed when ≥3 comparable studies, e.g. pooled prevalence of depression) [10], and qualitative findings were integrated into thematic categories through iterative coding. Findings: We identified 1,354 unique records, screened 224 full-text articles, and included 48 empirical studies in the final synthesis [7]. The studies spanned diverse disciplines and methods (25 quantitative, 15 qualitative, 8 mixed methods) [11]. Key findings converged on five interconnected domains: mental health (high levels of anxiety, depression, stress, and burnout among international PhD students), career uncertainty (under-preparedness for non-academic careers and visa-related constraints), academic progression (delays in degree completion and attrition linked to funding and mentorship), supervisory relationships (quality of advising critically shapes satisfaction and persistence), and institutional belonging (sense of inclusion in department/community). For example, multiple studies reported that ~20–25% of international doctoral students met clinical thresholds for depression or anxiety [12,13]. Acculturative stress, visa insecurity, and isolation compounded these mental health burdens [13,14], yet utilization of counseling services remained low due to stigma and lack of culturally-adapted care [15] . Career planning was hampered by rigid immigration rules (OPT deadlines, H-1B caps, green-card backlogs) [16]; faculty and departments often provided little industry-oriented career guidance [17]. Stable funding and effective mentorship were major predictors of timely completion [18]. Financial precarity (especially among those ineligibles for fellowships) and unclear program expectations increased time-to-degree and attrition risk [18]. Likewise, many international students experienced misaligned supervision: advisors often focused on productivity without providing emotional or cultural support [19,20]. Students emphasized that clear communication, consistent feedback, and cultural sensitivity were crucial for effective mentoring [19,20] . Finally, a sense of belonging was uneven: students in inclusive, well-structured environments reported higher engagement and persistence [21], while those in opaque, competitive programs felt alienated. Across studies, the combination of poor mentorship, funding insecurity, and immigration stress translated into compounded disadvantages for international PhDs (e.g. supervisors’ neglect fueling both academic delays and psychological distress [22]). Interpretation: International PhD students are a vital but under-served segment of U.S. graduate education. Their experiences underscore that academic success and well-being are shaped not only by individual effort but by intersecting systemic factors – from visa policy and funding eligibility to departmental culture and supervisory practices. Current graduate structures often fail to address these needs. We conclude that universities and policymakers must undertake systemic reforms: for instance, expanding culturally competent mental health services, integrating visa/immigration support into career advising, and training faculty in intercultural mentorship [23]. Departments should adopt transparent norms, peer mentoring, and inclusion programs to foster belonging. Collectively, these evidence-based interventions are not optional extras but strategic imperatives for sustaining the contributions of international doctoral scholars to U.S. research and innovation [24,25].

The COVID-19 pandemic has greatly affected international students around the world. Chinese international students are challenged in their daily life and study due to the travel restrictions, disruption of research, closure of labs, and the rise of anti-Asian racism. This study investigates the challenges, especially psychological ones, faced by international doctoral students from China studying in the U.S. and explores how their social networks and support systems help them navigate their life and study during the pandemic. In light of social networks and support theory, we interviewed 20 Chinese international doctoral students studying in the U.S. and found that falling in between intimate relationships and student-institution relationships, academic departments and advisors are able to provide all types of support, namely, instrumental, informational, and emotional. Their ability to provide emotional support was heavily overlooked, especially during a global crisis. Concerted efforts must urgently be put together to deal with the mental health of international doctoral students on campus and rebuild a supportive and hospitable U.S. higher education system. This study can contribute to the scholarship of international higher education by capturing international doctoral student experiences and perceptions in this crucial time and assesses higher education institutions’ capability to support international students.

Purpose The purpose of this study is to examine the socialization experience of international doctoral students in the field of biology. Design/methodology/approach Using a sequential mixed-methods approach, with a primary focus on qualitative analysis, the authors analyzed survey and interview data from the first two years of biology doctoral students across 53 research-intensive US universities. By the end of year 1, the authors’ analytical sample contained surveys from 285 students and interviews from 18 international students. By the end of year 2, the authors’ sample included surveys from 247 students and interviews from 14 international students. Findings Quantitative findings show that international students report lower levels of interaction with faculty and peers but a stronger sense of belonging in their research communities. Qualitative insights from 32 in-depth qualitative interviews with international students highlight the work-centered nature of their socialization, challenges of limited social networks and the central role of labs for support and validation. Originality/value While research generally documented the challenges faced by international students, there is a significant gap in understanding how their socialization experiences evolved over time. Much of the existing literature lacks a comprehensive examination of the longitudinal socialization process of international doctoral students. This study challenges assumptions about uniformly negative experiences among international students and offers implications to improve doctoral education.

An increasing number of international students pursue doctoral studies in China, a non-traditional learning destination compared with English-dominated Western countries. Despite considerable research on the challenges doctoral students face when writing theses in English in Western countries, relatively few studies have explored comparable issues in China. Drawing upon Bourdieu’s thinking tools of field, habitus, and capital and the notion of in-between space, this qualitative exploratory study analysed 23 international doctoral students’ thesis-writing experiences in a Chinese university. Findings suggest challenges in English and Chinese-based writing co-exist in students’ thesis-writing practices, especially regarding grammar and vocabulary issues. The lack of understanding of Chinese sociocultural contexts and support from universities and supervisors negatively impacted thesis writing in both languages. Many students relied on translations, technology-based tools, and external helpers to resolve such issues, progressively forming a technology-mediated in-between writing habitus. These practices cultivate a hybridised higher education ‘sub-field’ with blurred linguistic boundaries. The study highlights the need for greater support for international doctoral students’ writing practices in emerging learning destinations like China.

ABSTRACTInternational doctoral students’ sojourn encompasses three transitional processes: to the new country, to the university and to a new academic identity as a researcher in a specific discipline. This article examines the role of social networks in facilitating these transitions for international doctoral students at one South African university. It is based on qualitative interviews conducted with 23 international PhD students representing eight different disciplines and various countries in Africa. The findings suggest that students are involved in a number of social networks, which all, apart from the academic network, exclude local students. This close-knit co-national network, while providing international PhD students with a well documented survival mechanism, may hinder their international experiences and limit the acquisition of the inter-cultural skills necessary for global citizenship in the twenty-first century. The findings also indicated that family networks back home played a role in instilling worries and doubts among students related to xenophobic attacks against foreigners.

Connectedness is an important but under-researched issue in transnational education. Using part of a project that involves interviews with 30 Vietnamese doctoral students in Australia, this chapter analyses the formation of academic connectedness of international doctoral students through the narratives of two participants. The data was interpreted via the lens of transnational social field theory and positioning theory. We argue that international doctoral students’ connectedness is constructed idiosyncratically, influenced by their positions, identities, and transnational social fields. The results of the study reveal that there is home connection in host and host connection in home. Notably, while studying in the host country, these international doctoral students feel connected but not belonged to the host institutions. They maintain a strong sense of belongingness to home, yet there emerges a sense of disconnectedness with home institutions upon their return.

More and more students have been enrolling into doctorate programs in other countries and this trend seems likely to continue. Nevertheless, while a great array of research focuses on international students in general, we are much less well informed about the international doctoral students who contribute to an ever more internationalized higher education. Longer periods of education abroad may lead to a weakening of prior networks together and the creation of new ones, but not much is known about the social support networks of international PhD students. This article uses a mixed method approach (qualitative interviews and ego-centered network analysis) to fill this gap, making a contribution towards understanding the support obtained by these students from different types of friendships.

Against the tidal wave of internationalization of higher education is the change of learning environment once student sojourners begin their studies abroad. International doctoral students’ perceptions of their lived experiences of learning overseas have attracted wide attention. Yet a few studies have addressed students’ assessment of doctoral education via a metaphor analysis. Shedding light on the experiences of Chinese doctoral students in Australia as a case, interviews were conducted in Australian universities. Through metaphor elicitation, their doctoral education experiences within the context of the institutional and academic learning environment were described and discussed. The results showed that the conceptualization of the experience resided in the intersection of two pairs of dichotomies: (1) outcome orientation (goals accomplishment) versus process orientation (experiential exploration) and (2) internal factors (educational efforts and cross-cultural adaptation) versus external factors (learning environment and educational change). This study bears wide implications for international Chinese PhD students registered around the globe.KeyWordsOverseas learnersLearning environment/contextLearning analyticsInternationalization of doctoral educationMetaphor analysisThe role of educators

Interactions between international doctoral students studying in China and their advisors: The role of intercultural adaptive guidance and psychological safety

Aim/Purpose: In this paper, we examine how first-year education doctoral (EdD) students in a peer mentoring program may be supported in the academic and psychosocial domains to increase timely degree completion, decrease attrition, and improve the EdD program for students and faculty. Background: EdD students often face unique trials based on academic, social, professional, and personal challenges that arise during their degree program. The paper addresses how peer mentoring programs may help students overcome these challenges while completing their EdD program. Methodology: To investigate the effectiveness of a peer mentoring program for students, we focused on a single case study of an EdD peer mentoring program with 11 first-year EdD students who participated in the program. Using mixed methods, we collected and analyzed data from pre- and post-surveys, individual interviews, and a focus group. Contribution: Few studies about peer mentoring programs for EdD students exist. This study is unique because it focuses on first-year EdD students’ perspectives and, unlike other studies on peer mentoring programs, peer mentors are defined as graduates of the EdD program or current EdD students who are further along in the program. Whilst many studies of peer mentoring recommend peer mentoring for new students, our findings suggest that in the case of EdD students, extended or later peer mentoring may be more beneficial. Findings: From the quantitative and qualitative data results, five themes related to mentee perspectives of the benefits of EdD peer mentoring program emerged: 1) receiving academic advice and program support; 2) focusing on the future; 3) receiving emotional support and work-life balance advice; 4) having an experienced and relatable mentor; and 5) needing more mentoring to derive benefits. While mentees reported positive feelings about the mentoring program, many expressed that they did not yet have a need for mentoring. Considering that most mentoring studies focus on early program mentees, these results present the possibility of a need for extended or later-program mentoring. Based on the data, we identified a need for additional research which focuses on determining the correct timing for EdD students to begin peer mentoring program since students take coursework during their first year and have not begun work in the dissertation phase of the program. Recommendations for Practitioners: Sustainability of peer mentoring programs can present challenges based on the time and needs of mentees, mentors, and faculty. Doctoral faculty should evaluate the benefits of an EdD peer mentoring program for mentees on a regular basis to ensure that the program effectively supports and guides mentees to degree completion. Recommendation for Researchers: Literature and research on the evaluation, impact, and value of peer mentoring programs for EdD students and first-year doctoral students are limited. Researchers could study further the perspectives of mentees in an EdD peer mentoring program throughout their degree program from taking coursework to writing a dissertation. The benefits of early-program mentoring in comparison to later-program mentoring could be investigated further. Impact on Society: Providing mentoring opportunities to EdD students may help them overcome academic, social, and emotional challenges, and in turn, allow more education leaders to successfully complete their EdD and use their education to improve their school communities. Future Research: Future studies should examine other options of mentoring programs for first-year EdD students and EdD students who completed their EdD coursework and are working on their dissertation. Longitudinal studies are also needed to track mentees’ progression throughout the program.

This qualitative case study was an examination of a team-based faculty/mentor-led International Doctoral Student Support Group (IDSSG) designed specifically around issues in preparing and mentoring international doctoral students for careers in academia. Twelve participants were selected to participate in a support/focus group that met twice a month for an academic year to attend workshops and discuss their lives as doctoral students. The data set was comprised of two pre- and post-surveys and two in-depth pre- and post-interviews. Findings in the themes of international doctoral students’ graduate school experiences and the impact of the faculty-led support group are presented and discussed.

This paper presents an extract from a systematic international literature review research work funded by Laureate Online Education and aimed at detecting best practice in online doctoral students’ supervision. It was carried between March and July 2013 out by the authors of the paper, who have been working as online tutor and thesis supervisors at the University of Liverpool in the Online Professional Doctorate of Education (EdD). Prof. Morag Gray is also the Thesis Supervisor Manager in the EdD and she has been working recently for the implementation of the Thesis stage of this same programme. The authors initially illustrated the meaning of supervision as mentoring since while doctoral advising is related to accomplishing doctoral requirements, mentoring refers to both career and psychosocial support to students (Lunsford, 2012). The paper focuses on the idea that student-supervisor relationship is pivotal in student’s success and progress in research and on the idea that the use of a community of practice among supervisors and students may help in sustaining doctoral distance students on their journey and to overcome their sense of loneliness while working online. Some information on the way how the systematic literature review has been carried out is given in the paper namely: the research main aims and objectives, the literature search strategy, the search term used in the work and so on. This work makes an attempt to create connections with the online environment and on how it might be possible to sustain and to enhance the supervisor-student relationship via the internet when doctoral students and supervisors coming from different parts of the world, and who have never met in person. Particularly Andrew (2012) proposed the use of an online community of practice and of regular e-meetings for supporting online students’ work and relationship, also among doctoral students themselves, whilst Rosset & Marino (2005) shared experience on e-coaching providing some interesting insights on the possible use of technology for distance communication purposes and related effects on the individual’s relationship. Hence this paper provides some linkages between the Networked Learning practice and the use of the community of practice metaphor for connecting doctoral students and supervisors

This study investigates the impact of supervisor support on research innovation pursuit among international doctoral students in China. A total of 120 international doctoral students’ responses were employed through random sampling from the three business schools of Chinese public universities. The data were analyzed using the partial least squares technique, a second-generation statistical software package for structural equation modeling. The results revealed that supervisor support significantly affects students’ research innovation endeavors. The study also suggests that supportive supervision is necessary for fostering citizenship behavior, creativity and innovation pursuit among international doctoral students. The findings of this pioneering study will help higher education administrators, and policymakers revisit existing doctoral program management and deliveries processes and encourage academic supervisors to modify guidance and mentoring procedures for doctoral students.