Understanding Key Dimensions of International Postgraduate Student Transition and Learning Experiences: A Grounded Theory Approach
By Andrew M. Guilfoyle.
Set within transition research, interviews with (N=30) International Postgraduates identified key dimensions affecting their learning experiences at the intra-personal, inter-personal, inter-group and societal levels.
||International Postgraduate Students, Transition Research, Student Learning, Learner Experiences, Learner Diversity
International Journal of Learning, Volume 13, Issue 6, pp.71-78.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 841.727KB).
Dr Andrew Guilfoyle has a PhD in Social Psychology and is a methodologist experienced in various quantitative and qualitative research designs, teaching research methods at the postgraduate level. Andrew’s research has focused on health services, community well being and quality of life, within educational contexts and in rural and remote settings, particularly for special populations including Indigenous and other cultural groups, young children, and international students. These research interests are combined with work as Research Consultant and professional collaborations on a range of funded research projects including examining key Dimensions of International Postgraduate Student Experiences; (Western Australian) Southwest Suicide Prevention Project: Understanding and Building Resilience and, currently the development of the (Australian) Indigenous Child Care Plan with nation-wide consultations in urban, regional and remote Indigenous communities.
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