International graduate research students

Evolving academic identities

Authors

  • Agrata Mukherjee Victoria University
  • Venesser Fernandes Monash University

DOI:

https://doi.org/10.32674/jis.v14i4.6420

Keywords:

Keywords: Academic identity, graduate research studies, international student, student voice, situated learning theory, Australian higher education., Funding: No funding was raised., Ethics compliance: Monash university Human Research Ethics Committee

Abstract

International students are  aspirational and expectant of their learning improving the quality of their life. The stress from academic pressure and acculturative challenges exasperates them from fully experiencing a quality higher educational experience. Despite this, they continuously strive to learn and adjust as they construct their academic identities. While research studies provide several independent perspectives on identity using social, psychological, historical, and political orientations, the current small-scale explorative study focuses on a socio-psychological perspective, discussing the evolution of academic identities of early-career international graduate research (ECIGR) students. This study emerged from the lack of a comprehensive definition of  students’ academic identity and may contribute to this evolving definition. It adopts a case-study approach with semi-structured interviews and applies the situated learning theory. 

Author Biographies

  • Agrata Mukherjee, Victoria University

    Agrata Mukherjee is an international student advocate and an early career researcher having a master’s degree in education specializing in educational leadership and policy from Monash University, Australia. She has worked on projects relating to international students and Australian youth including their lived experiences of food insecurity, health, housing, education, acculturation, social wellbeing and belonginess. Her research interests include international students, academic identities, lived experiences and social-psychology perspectives.

  • Venesser Fernandes, Monash University

    Venesser Fernandes has international research expertise in Educational Leadership Studies in the School of Education, Culture and Society in the Faculty of Education, Monash University, Australia.  Her areas of teaching and research interest include Educational Leadership, Data-Improved Decision-making Processes, Educational Measurement and Assessment, Sustaining and Improving Staff and Student Well-being, Cross-Cultural Comparative Studies and Educational Policy Analysis and Development. 

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Published

2024-06-23

Issue

Vol. 14 No. 4 (2024): Fall Edition- Journal of International Students

Section

Research Articles (English)

Categories

License

Copyright (c) 2024 Journal of International Students

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.

How to Cite

International graduate research students: Evolving academic identities. (2024). Journal of International Students, 14(4), 841-861. https://doi.org/10.32674/jis.v14i4.6420