The problem explored is the issue of Asian international students who arrive in Canada and the United States and are unprepared for Western advanced essay writing practices. The location used for research was a globally focused graduate program in an American university situated in Vancouver, Canada. The participants were males and females that have received their undergraduate degree in one of the multiple Asian countries. The collection of data included semi-structured interviews, participant's first graduate essay, researcher observations/memberchecking and comparison to other scholarly research all governed by the case study method. Data coding and the constant comparative method were used to identify themes that underlie advanced writing challenges based on the Asian international student's perspective from their bachelor studies. The findings show participants’ prior experience and knowledge of advanced writing practice before attending graduate school and participant's advice for future students. The findings provide higher education leaders and faculty with information to consider when addressing the curriculum challenges of advanced writing for international Asian students. Nine recommendations for future research have the potential to move the conversation beyond the individual deficit model to include social change within the milieu of the international student's graduate experience of higher education in Canada and the United States.
|Commitee:||Smith, Donna, Wang, Victor C.X.|
|School:||University of Phoenix|
|Department:||School of Advanced Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Educational leadership, Higher education|
|Keywords:||Asian advanced writing, Educational leadership, Higher learning, International graduate student, Master curriculum, Writing core competencies|
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