Understanding Chinese Engineering Doctoral Students in U.S. Institutions

A personal epistemology perspective

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Higher Education
Cover of the book Understanding Chinese Engineering Doctoral Students in U.S. Institutions by Jiabin Zhu, Springer Singapore
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Author: Jiabin Zhu ISBN: 9789811011368
Publisher: Springer Singapore Publication: August 3, 2016
Imprint: Springer Language: English
Author: Jiabin Zhu
ISBN: 9789811011368
Publisher: Springer Singapore
Publication: August 3, 2016
Imprint: Springer
Language: English

This book uses a mixed-method approach to address the topic of personal epistemology among Chinese engineering doctoral students from U.S. institutions.--It presents a broad view of the epistemological development among Chinese engineering students from five U.S. Midwestern doctoral programs. Meanwhile, it provides practical examples from students’ academic experiences to showcase their thinking development and behavioral patterns.

It allows readers to gain an understanding of Chinese engineering students’ academic lives in U.S. institutions through a cognitive theoretical lens. It also highlights a number of factors that can potentially facilitate adult students’ cognitive development, and extends the discussion on the benefits of study-abroad and cross-cultural education to the epistemological domain.

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This book uses a mixed-method approach to address the topic of personal epistemology among Chinese engineering doctoral students from U.S. institutions.--It presents a broad view of the epistemological development among Chinese engineering students from five U.S. Midwestern doctoral programs. Meanwhile, it provides practical examples from students’ academic experiences to showcase their thinking development and behavioral patterns.

It allows readers to gain an understanding of Chinese engineering students’ academic lives in U.S. institutions through a cognitive theoretical lens. It also highlights a number of factors that can potentially facilitate adult students’ cognitive development, and extends the discussion on the benefits of study-abroad and cross-cultural education to the epistemological domain.

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