An Research into the guidance given to international graduate students : Miscommunication between academic advisers and their students -an in-depth look at beliefs regarding learning and instruction

这项研究假设有有意识和无意识的因素影响学生的学业成功。这些被称为信念，而这些信念在国际学生和他们的顾问之间的差异，导致了误解。一项名为“对留学生教育的看法”的调查对三所大学的研究生和他们的学术顾问进行了调查。收到了179名学生和159名顾问的有效回复。对结果的统计分析显示，学生和导师之间的信念存在差距。最大的差距和有问题的领域是在顾问认为不太重要的领域。这些领域包括：教师指导学习、研究课题、语言与交流以及与学生学术活动无关的帮助。进一步的分析表明，个人因素（如学习领域、年龄、在国外度过的时间长短等）也导致了人们对国际学生教育的看法差异。为了更好地了解已确定的问题，对大约15名最初的调查参与者进行了后续访谈。通过背景解释，受访者被问到：(1)他们是如何与他们的特定研究小组联系起来的，(2)他们的研究课题是如何确定的，(3)他们是如何进行研究的。然后，他们被问及调查中导致学生和顾问意见分歧最大的问题。调查旨在搜集以下资料：(1)受访者为何会有这样的回应；(2)他们的实际/现时情况；以及(3)他们对调查整体结果的意见和反应。这些访谈被记录下来并进行分析。根据定量和定性的调查结果，很可能是学生和顾问之间对国际学生教育的看法存在差距，导致了误解。差距不仅仅是在评估方面，还有一个与不同期望有关的问题。少

This study hypothesized that there are both conscious and unconscious factors contributing to a student's academic success. These are called beliefs, and differences in these beliefs between international students and their advisers, resulted in miscommunication.A survey titled "Beliefs about international student education" was conducted of graduate students and their academic advisers at three universities. Valid responses were received from 179 students and 159 advisers. A statistical analysis of the results revealed a gap in beliefs between students and advisers. The greatest gaps and problematic areas were in areas considered less important by the advisor. These areas were : teacher directed learning, research topics, language & communication, and assistance not related to the student's academic activities. Further analysis revealed that personal factors (e.g. field of study, age, length of time spent outside one's own country etc.), also contributed to a gap in belief about inter … More national student education.A follow-up interview with about 15 of the original survey takers was conducted in order to better understand the problems which had been identified. By way of background explanation, the interviewees were asked : (1) how they became connected to their particular research group, (2) how their research topic was decided and (3) how they were conducting their research. They were then asked about the questions from the survey which had resulted in the greatest difference of opinions between the students and advisers. Information was sought about : (1) why the interviewee had responded the way they did, (2) their actual/current situation and (3) their opinion and reaction to the overall results of the survey. These interviews were transcribed and analyzed.Based on the quantitative and qualitative survey results it is likely that the gaps in beliefs about international student education between students and advisers, is resulting in miscommunication. The gap is not just with regard to assessment, there is also a problem associated with different expectations. Less