Download Understanding Chinese Engineering Doctoral Students in U.S. Institutions: A personal epistemology perspective PDF

TitleUnderstanding Chinese Engineering Doctoral Students in U.S. Institutions: A personal epistemology perspective
Author
LanguageEnglish
File Size3.7 MB
Total Pages196
Table of Contents
                            Foreword
Preface
Contents
About the Author
Abbreviations
1 Influx of International Talents in the United States: An Introduction
	1.1 Influx of International Talents to the US
	1.2 Research on Understanding Chinese Students in the US
	1.3 Overview of This Work
	References
Epistemological Developmental Theories and Their Applications
2 Epistemological Developmental Theories
	2.1 Conceptualization of Personal Epistemology
	2.2 Perry’s Theory
	2.3 Extension of Epistemological Development Frameworks After Perry’s Theory
	2.4 Synthesis of Theoretical Frameworks
	References
3 Measurement of Epistemological Development
	3.1 Qualitative Measures of Epistemological Development
	3.2 Quantitative Measures of Epistemological Development
	References
4 Personal Epistemology in Application
	4.1 Application of Epistemological Developmental Theories in Engineering Students
	4.2 Application of Epistemological Developmental Theories in Graduate Students
	4.3 Application of Epistemological Developmental Theories in Chinese Students
	References
A Research Design for Measuring Epistemological Development
5 Developing a Valid Survey for Personal Epistemology
	5.1 Introduction
	5.2 Background
	5.3 Survey Construction
	5.4 Content Validation
		5.4.1 Data Collection and Analysis
		5.4.2 Results
	5.5 Structural Validation
		5.5.1 Data Collection and Analysis
		5.5.2 Results
	5.6 Discussion
	5.7 Conclusion
	References
6 A Mixed-Method Research Design
	References
A Quantitative Exploration of Chinese Engineering Doctoral Students’ Epistemological Development
7 Overall Profiles of Epistemological Development
	7.1 Background
	7.2 Method
		7.2.1 Data Collection
		7.2.2 Data Analysis
	7.3 An Overall Profile of Epistemological Stages
	7.4 Discussion
	7.5 Conclusion
	References
8 Factors Related to Epistemological Development
	8.1 Academic Progress
		8.1.1 Overall Picture
		8.1.2 ANOVA
	8.2 Places of Origin
	8.3 Prior Master’s Education
	8.4 Enrolled Universities
	8.5 Discussion
	8.6 Conclusion
	References
A Qualitative Exploration of Chinese Engineering Doctoral Students’ Epistemological Thinking Styles
9 Stories of Chinese Engineering Doctoral Students’ Epistemological Thinking Styles
	9.1 Background
	9.2 Methods
		9.2.1 Data Collection
		9.2.2 Data Analysis
	9.3 Results
		9.3.1 The Overall Picture
		9.3.2 The Story of Dualistic Thinking
		9.3.3 The Story of Multiplistic Thinking
		9.3.4 The Story of Relativistic Thinking
		9.3.5 The Story of Commitment to Relativistic Thinking
	9.4 Discussions
	9.5 Conclusion
	References
10 Factors Associated with Advanced Epistemological Thinking
	10.1 People Factors
	10.2 Experiential Factors
	10.3 Contextual Factors
	10.4 Discussion
	10.5 Conclusion
	References
11 Lessons Learned and Future Directions
	11.1 Lessons Learned
		11.1.1 Impact of This Research
		11.1.2 Applications of Perry’s Theory Among Engineering Students
		11.1.3 Extension of Perry’s Theory
		11.1.4 Understanding of Chinese Doctoral Students’ Epistemological Development
		11.1.5 Explorations of Factors Associated with Relativistic Thinking
	11.2 Future Directions
	11.3 Conclusion
	References
Appendix A: Information Page to the Experts and the Expert Rating Form
Appendix B: Complete Survey with the Modified ZCDI and the KCM Subscale
Appendix C: Demographic Survey
Appendix D: Interview Protocol
Appendix E: Dualistic Thinking-Demonstration Codes
Appendix F: Multiplistic Thinking-Demonstration Codes
Appendix G: Relativistic Thinking-Demonstration Codes
Appendix H: Commitment-Demonstration Codes
Appendix I: Relativistic Thinking-Factor Codes
                        
Document Text Contents
Page 1

East-West Crosscurrents in Higher Education

Understanding
Chinese Engineering
Doctoral Students
in U.S. Institutions

Jiabin Zhu

A Personal Epistemology Perspective

Page 2

East-West Crosscurrents in Higher Education

Series editor

Ruth Hayhoe, University of Toronto, Toronto, ON, Canada

Page 98

Chapter 8
Factors Related to Epistemological
Development

In addition to an overall picture of the Chinese engineering students’ epistemo-
logical developmental profile, the possible relations between students’ epistemo-
logical development and some other factors, such as their academic progress, have
also been explored. Specifically, the survey results have also been analyzed with
respect to the variables in the demographic survey to explore the potential rela-
tionships that exist between the epistemological development profiles and key
variables, such as their academic progress, gender, and so on. This chapter illus-
trates the relationship between students’ epistemological and demographic factors.

8.1 Academic Progress

The US doctoral education, especially engineering doctoral education, highlights its
training of independent researchers with different abilities. These abilities include
creating original research ideas, absorbing and discerning the knowledge accu-
mulated from both past history and the latest technological advances, communi-
cating research findings and/or technological advances to both the scholarly
community and a larger audience in both oral and written manners, and adopting
and applying latest research findings and translating the findings into functional
products or procedures (Golde and Walker 2006). These trainings do not offer a
promise, but they still strongly imply the potential benefits for the students to
develop relativistic thinking and move toward higher levels in their epistemological
development. Here, the possible correlation between the students’ epistemological
developmental stages and their academic progress is explored in a quantitative
manner.

© Springer Science+Business Media Singapore and Higher Education Press 2017
J. Zhu, Understanding Chinese Engineering Doctoral Students in U.S. Institutions,
East-West Crosscurrents in Higher Education, DOI 10.1007/978-981-10-1136-8_8

87

Page 99

8.1.1 Overall Picture

A breakdown of the number of students in each group across their academic pro-
gress is shown here in Table 8.1. A visual representation of the percentage of
students within each group across their academic progress is illustrated in Fig. 8.1.

In the course work stage, there are 20 % in the group of Dualism, Multiplicity,
and Multiplicity-Relativism, while 73 % are in Relativism, Relativism-Commitment,
and Commitment. At the stage when they have passed their qualifying and/or
preliminary examinations or other equivalent examinations, there are 12 % in
Dualism, Multiplicity, and Multiplicity-Relativism and 84 % in Relativism,
Relativism-Commitment, and Commitment. At the dissertation stage, there are 12 %
in Dualism, Multiplicity, and Multiplicity-Relativism and 80 % in Relativism,
Relativism-Commitment, and Commitment. The trend seems to suggest that for
those students who have not already reached relativistic thinking when they entered
the program, they could still develop toward a higher level of thinking. However,
because many students have already scored high in the higher level of thinking

Table 8.1 A breakdown of the number of students in each group across their academic progress

Academic
progress

Groups Total

D M M-R R R-C C Other

1 4 5 3 21 11 11 4 (2 D-M, 1
D-R,1 M-R-C)

59

2 2 2 2 33 5 7 2 (1 D-R, 1 D-C) 53

3 1 2 0 13 3 4 2(1 D-R, 1 M-R-C) 25

Total 7 9 5 67 19 22 8 137

Note 1, course work stage; 2, passed qualifying and/or preliminary examinations or other similar
milestone examinations; 3, dissertation stage
Abbreviations: D, Dualism; M, Multiplicity; R, Relativism; C, Commitment

Fig. 8.1 Percentage of students in different groups across their academic progress: a course work
stage; b passed qualifying and/or preliminary examinations or other similar milestone examinations;
c dissertation stage. Abbreviations: D, Dualism; M, Multiplicity; R, Relativism; C, Commitment

88 8 Factors Related to Epistemological Development

Page 195

Appendix I
Relativistic Thinking-Factor Codes

Third level code list Counts

1. Discussions with other students 33

2. Advisors 32

3. Senior lab mates or schoolmates 28

4. Course instructors 21

5. Failures, pressures, or obstacles 17

6. Being in the US 14

7. Exposures to course work in the US 14

8. Being in a US graduate school or university 11

9. Experiences with group project 11

10. Positive or negative role models 11

11. Research group 11

12. Encounters with open-ended problems/projects 8

13. Experiences with oral presentations 6

14. Parents 6

15. Professional conferences 6

16. Experiences of studying in a group 5

17. Learning to collect and/or read academic papers 5

18. Being challenged in one’s thinking 4

19. Being in a competitive environment 4

20. Being in a doctoral program 4

21. Other professors (not one’s advisor or course instructors) 4

22. Choosing a major, field, or area of interest 3

23. Current university 3

24. Discussion with others (generic) 3

25. Experiences with technical content 3

26. Experiences with writing reports 3

27. Internship experiences 3

28. Media products (TV, movie, books, etc.) 3
(continued)

© Springer Science+Business Media Singapore and Higher Education Press 2017
J. Zhu, Understanding Chinese Engineering Doctoral Students in U.S. Institutions,
East-West Crosscurrents in Higher Education, DOI 10.1007/978-981-10-1136-8

189

Page 196

(continued)

Third level code list Counts

29. Students from other countries/backgrounds 3

30. Being in an environment without supervision 2

31. College experiences 2

32. Experiences during master’s study 2

33. Experiences in some competitive tests 2

34. Industrial representatives or working professionals 2

35. Milestone examinations 2

36. Successes 2

37. Work experiences 2

38. Choosing courses of interest 1

39. Environment of a big city 1

40. High expectation 1

41. Other family members besides parents 1

42. Professional development opportunities or lectures 1

43. Researchers from other university 1

44. Spiritual or psychological needs 1

45. Spouses/partners of a committed relationship 1

190 Appendix I: Relativistic Thinking-Factor Codes

Similer Documents