Exploring international doctoral students academic trajectories through Self Directed Learning and Lifespan perspectives

• In Event: Beyond borders and binaries: Reimagining international academic mobility through critical, decolonial, and agency-centered theoretical Lenses

Proposal

This study examines the academic trajectories and transitions of international doctoral students through the lens of adult learning theories (Self-directed learning (SDL). Drawing on foundational concepts of SDL (Knowles, 1975) the study explored the ways in which international doctoral students made sense of and navigated academic, personal, and geopolitical transitions in global higher education settings. What factors shaped international doctoral students' academic trajectories? What transformative experiences and challenges shape their learning journeys, and how do these moments influence their decision-making processes at different stages of their academic paths?
For data collection qualitative narrative inquiry with an arts based approach was used using in-depth interviews with 12 international doctoral students from STEM fields (e.g., animal science, civil engineering, biological sciences, computer science) and 8 from non-STEM fields and education at a large research university. In addition to interviews participants also shared artefacts that signify pivotal aspects of their academic journeys. Participants represented diverse regions, including Africa, Asia, Latin America, and Europe.
Findings highlight that early life experiences, including childhood environments, family relationships, and cultural values, significantly influenced students’ academic aspirations. These experiences shaped not only their decision to pursue advanced study abroad but also their approach to learning and personal development.
Support systems at different levels played a crucial role in sustaining these self-directed learning efforts. Academic mentors, advisors, and peer communities often provided both instrumental guidance and emotional support. Institutional structures including study abroad programs, research collaborations, and international offices also enabled academic mobility and professional growth.
We argue that self-direction is not merely a personal trait but is influenced and shaped by the environment and support systems. Self-direction might also appear as the person is well planned and fully knows what he wants but in real life situations our participants experienced uncertainty, ambiguity, and at times failures so in that case self-direction also highlighted some personal characteristics such as optimism, courage, and self-confidence of these participants.
Another interesting finding was the role of serendipity in shaping their academic trajectories. Participants frequently emphasized how serendipitous encounters, such as meeting scholars at conferences or joining online academic forums, catalyzed life-changing academic transitions.

Author

• Sara Bano, Michigan State University