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Academically, experiences encompass curricular demands, access to resources, research engagement, and supervision practices. Non-academic dimensions focus on interpersonal and intercultural encounters that shape students’ progression. Students navigate multiple personal and professional transitions to participate in higher degree research programs. Findings identify factors supporting survival and success and trace how guidance, counselling, supervision experience, and relationship development difficulties interact in transitional positioning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-universities-review-transitioning-into-the-australian-higher-education-experience-the-perspective-of-international-doctoral-students/595086/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-universities-review-transitioning-into-the-australian-higher-education-experience-the-perspective-of-international-doctoral-students/595086.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What dimensions of experience does the study examine for international doctoral students in Australia?","Question",{"text":112,"@type":113},"It examines academic dimensions such as curricular, resource, research, and supervision issues, and non-academic dimensions focused on interpersonal and inter-cultural experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of transitions are international doctoral students expected to make in the study?",{"text":117,"@type":113},"Students are required to engage in personal and professional transitions to participate in higher degree research programs in Australia.",{"name":119,"@type":110,"acceptedAnswer":120},"Which sources and prior findings does the introduction reference to contextualize the research?",{"text":121,"@type":113},"It references studies on academic and social adjustment in multiple regions, research on cross-cultural doctoral supervision, work on motivation and self-efficacy, and Australian analyses including PhD completion data and CAPA survey results.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595086,1793046577,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nTransitioning into the Australian higher education experience  \nThe perspective of international doctoral students  \nTania Aspland  \nAustralian Catholic University  \nPoulomee Datta Macquarie University  \nJoy Talukdar  \nAustralian Catholic University  \nThis research explored the academic and non-academic lived experiences of higher degree onshore international doctoral students studying in one Australian university. While the academic dimension of experiences included curricular, resource, research and supervision issues, the non-academic dimension focussed on students’ inter-personal experiences. Students were required to engage in a series of personal and professional transitions to engage with higher degree research programs in Australia. The findings ofthis research revealed that, for international doctoral students to survive and succeed at the Australian postgraduate university experience in one Australian context, several factors are important, and a series of transitions must occur. These factors and transitions range from matters related to university guidance and counselling, research and supervision experience, and the difficulties implicit in developing both pedagogical and interpersonal or intercultural relationships. The findings provide deeper insights into the experiences of international doctoral students through transitional positioning of their personal and professional behaviours  \nKeywords: international students, lived experiences, higher education research, doctoral students  \nIntroduction  \nThe purpose of this research is to explore the academic and non-academic experiences of doctoral onshore international students studying in one Australian university. The academic dimension of experiences investigated their curricular, engagement with resource, research and supervision experiences and the non-academic dimension focussed on students’ inter-personal and inter-cultural experiences. The array of problems faced by international students while  \nstudying at foreign universities is well documented. The works by Maloshonok and Terentev (2019), StudyPortals (2011), Yanhong Li and Kaye (1998) and Al-Sharidehand Goe (1998), de Araujo (2011), Lacina (2002) have explored academic and social adjustment processes adopted by international students studying at universities in Russia, Europe, the United Kingdom, and the United States of America, respectively. Several bodies of research have also looked into conflict issues in a cross-cultural doctoral supervision (for example, Brodin, 2018; Wu & Hu, 2020),  \n44 Transitioning into the Australian higher education experience Tania Aspland et al. vol. 63, no. 2, 2021  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nthe roles of motivation and self-efficacy for continuity of studies for these cohorts of students (for example, Matheka, Jansen, & Hofman, 2020; Naylor, Chakravarti, & Baik, 2016), the pedagogies of effective doctoral education (for example, Choy, Singh, & Li, 2017) and/or institutional effectiveness in higher education being conducive for doctoral students to thrive (for example, Ayuk & Jacobs, 2017; Coertjens et al., 2017; Heflinger & Doykos, 2016).  \nIn the Australian perspective, a recent body of secondary data analysis published in the Australian Universities’ Review and reported by Torka (2020) noted PhD completion ratesand times for the period 2005-2018. Torka, albeit pulling PhD completion data provided by the Australian Department of Education and Training, suggests the exercise of caution for future research delving into the structural factors determining completion, because better completions data are needed. Nevertheless, his findings purport to show that the overall  \nthe studies are more than a decade old and, therefore, our study adds fresh information to this body of work. The aspect that makes this study unique in the literature is that both the academic experiences and the","cbCaibenMOtVCRCf","https://ap.wps.com/l/cbCaibenMOtVCRCf","pdf",204183,11,"English","# Introduction\n## Academic and non-academic lived experiences\n## Prior international student adjustment research\n## Australian data on PhD completion rates\n## CAPA national survey and reported HDR themes","[{\"question\":\"What dimensions of experience does the study examine for international doctoral students in Australia?\",\"answer\":\"It examines academic dimensions such as curricular, resource, research, and supervision issues, and non-academic dimensions focused on interpersonal and inter-cultural experiences.\"},{\"question\":\"What kinds of transitions are international doctoral students expected to make in the study?\",\"answer\":\"Students are required to engage in personal and professional transitions to participate in higher degree research programs in Australia.\"},{\"question\":\"Which sources and prior findings does the introduction reference to contextualize the research?\",\"answer\":\"It references studies on academic and social adjustment in multiple regions, research on cross-cultural doctoral supervision, work on motivation and self-efficacy, and Australian analyses including PhD completion data and CAPA survey results.\"}]","Australian Universities’ Review - Transitioning into the Australian higher education experience - The perspective of international doctoral students | PDF",1792080415,28]