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© 2017

Understanding Chinese Engineering Doctoral Students in U.S. Institutions

A personal epistemology perspective

Benefits

  • Tells the stories of Chinese engineering students’ academic lives in U.S. institutions through a solid cognitive theoretical lens

  • Clarifies factors that can potentially facilitate adult students’ cognitive development in an U.S. engineering doctoral educational context

  • Increases our current understanding of the benefits of study-abroad and cross-cultural education for the epistemological domain

Book

Part of the East-West Crosscurrents in Higher Education book series (EWCHE)

Table of contents

  1. Front Matter
    Pages i-xv
  2. Epistemological Developmental Theories and Their Applications

    1. Front Matter
      Pages 9-9
    2. Jiabin Zhu
      Pages 35-40
  3. A Research Design for Measuring Epistemological Development

    1. Front Matter
      Pages 41-41
    2. Jiabin Zhu
      Pages 61-63
  4. A Quantitative Exploration of Chinese Engineering Doctoral Students’ Epistemological Development

    1. Front Matter
      Pages 65-65
  5. A Qualitative Exploration of Chinese Engineering Doctoral Students’ Epistemological Thinking Styles

  6. Back Matter
    Pages 165-190

About this book

Introduction

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. At the same time it provides deep insights into the thinking styles and behavioral patterns for each particular epistemological developmental stage and offers practical examples from students’ academic experiences in these programs.

It allows readers to gain an understanding of Chinese engineering students’ academic lives in U.S. institutions through a solid 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 for the epistemological domain.

Keywords

Personal Epistemology Epistemological Development Epistemological Thinking Engineering Doctoral Education Cross-cultural Learning Epistemic Belief Study Abroad Chinese Doctoral Students Chinese Engineering Students

Authors and affiliations

  1. 1.of Educ, Chen Rui-Qiu Bldg, Room 227Shanghai Jiao Tong Univ, Grad SchlShanghaiChina

About the authors

Dr. Jiabin Zhu is an Assistant Professor in the Graduate School of Education, Shanghai Jiao Tong University. Her primary research interests relate to engineering education, graduate education, and students’ cognitive development. She has published multiple peer-reviewed articles in journals such as Journal of Engineering Education, Advances in Engineering Education. For her work on the cognitive development of Chinese engineering doctoral students in U.S. institutions, she received the 2013 Doctoral Thesis Award from the School of Engineering Education, Purdue University. Jiabin Zhu obtained a Ph.D. in Engineering Education and a M.S. in Biomedical Engineering from Purdue University. She received another M.S. in Optics from Chinese Academy of Sciences and a B.S. in Physics from East China Normal University.

Bibliographic information

  • Book Title Understanding Chinese Engineering Doctoral Students in U.S. Institutions
  • Book Subtitle A personal epistemology perspective
  • Authors Jiabin Zhu
  • Series Title East-West Crosscurrents in Higher Education
  • Series Abbreviated Title East-West Crosscurrents in Higher Education
  • DOI https://doi.org/10.1007/978-981-10-1136-8
  • Copyright Information Springer Science+Business Media Singapore and Higher Education Press 2017
  • Publisher Name Springer, Singapore
  • eBook Packages Education Education (R0)
  • Hardcover ISBN 978-981-10-1135-1
  • Softcover ISBN 978-981-10-9338-8
  • eBook ISBN 978-981-10-1136-8
  • Series ISSN 2364-6810
  • Series E-ISSN 2364-6829
  • Edition Number 1
  • Number of Pages XV, 190
  • Number of Illustrations 5 b/w illustrations, 21 illustrations in colour
  • Topics Higher Education
    International and Comparative Education
    Learning & Instruction
  • Buy this book on publisher's site
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