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El. knyga: Understanding Chinese Engineering Doctoral Students in U.S. Institutions: A personal epistemology perspective

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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. Meanwhile, it provides practical examples from students’ academic experiences to showcase their thinking development and behavioral patterns.

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

1 Influx of International Talents in the United States: An Introduction
1(10)
1.1 Influx of International Talents to the US
1(3)
1.2 Research on Understanding Chinese Students in the US
4(1)
1.3 Overview of This Work
5(6)
References
7(4)
Part I Epistemological Developmental Theories and Their Applications
2 Epistemological Developmental Theories
11(18)
2.1 Conceptualization of Personal Epistemology
11(2)
2.2 Perry's Theory
13(3)
2.3 Extension of Epistemological Development Frameworks After Perry's Theory
16(6)
2.4 Synthesis of Theoretical Frameworks
22(7)
References
26(3)
3 Measurement of Epistemological Development
29(6)
3.1 Qualitative Measures of Epistemological Development
29(2)
3.2 Quantitative Measures of Epistemological Development
31(4)
References
33(2)
4 Personal Epistemology in Application
35(8)
4.1 Application of Epistemological Developmental Theories in Engineering Students
35(1)
4.2 Application of Epistemological Developmental Theories in Graduate Students
36(1)
4.3 Application of Epistemological Developmental Theories in Chinese Students
37(6)
References
39(4)
Part II A Research Design for Measuring Epistemological Development
5 Developing a Valid Survey for Personal Epistemology
43(18)
5.1 Introduction
43(1)
5.2 Background
44(1)
5.3 Survey Construction
45(2)
5.4 Content Validation
47(8)
5.4.1 Data Collection and Analysis
48(1)
5.4.2 Results
49(6)
5.5 Structural Validation
55(3)
5.5.1 Data Collection and Analysis
55(1)
5.5.2 Results
55(3)
5.6 Discussion
58(1)
5.7 Conclusion
59(2)
References
59(2)
6 A Mixed-Method Research Design
61(6)
References
63(4)
Part III A Quantitative Exploration of Chinese Engineering Doctoral Students' Epistemological Development
7 Overall Profiles of Epistemological Development
67(20)
7.1 Background
67(2)
7.2 Method
69(11)
7.2.1 Data Collection
69(9)
7.2.2 Data Analysis
78(2)
7.3 An Overall Profile of Epistemological Stages
80(2)
7.4 Discussion
82(2)
7.5 Conclusion
84(3)
References
85(2)
8 Factors Related to Epistemological Development
87(12)
8.1 Academic Progress
87(3)
8.1.1 Overall Picture
88(1)
8.1.2 ANOVA
89(1)
8.2 Places of Origin
90(1)
8.3 Prior Master's Education
91(1)
8.4 Enrolled Universities
92(2)
8.5 Discussion
94(1)
8.6 Conclusion
95(4)
References
96(3)
Part IV A Qualitative Exploration of Chinese Engineering Doctoral Students' Epistemological Thinking Styles
9 Stories of Chinese Engineering Doctoral Students' Epistemological Thinking Styles
99(46)
9.1 Background
99(2)
9.2 Methods
101(6)
9.2.1 Data Collection
101(3)
9.2.2 Data Analysis
104(3)
9.3 Results
107(34)
9.3.1 The Overall Picture
107(6)
9.3.2 The Story of Dualistic Thinking
113(2)
9.3.3 The Story of Multiplistic Thinking
115(3)
9.3.4 The Story of Relativistic Thinking
118(13)
9.3.5 The Story of Commitment to Relativistic Thinking
131(10)
9.4 Discussions
141(2)
9.5 Conclusion
143(2)
References
143(2)
10 Factors Associated with Advanced Epistemological Thinking
145(10)
10.1 People Factors
146(4)
10.2 Experiential Factors
150(2)
10.3 Contextual Factors
152(1)
10.4 Discussion
153(1)
10.5 Conclusion
154(1)
References
154(1)
11 Lessons Learned and Future Directions
155(10)
11.1 Lessons Learned
155(5)
11.1.1 Impact of This Research
157(1)
11.1.2 Applications of Perry's Theory Among Engineering Students
157(1)
11.1.3 Extension of Perry's Theory
158(1)
11.1.4 Understanding of Chinese Doctoral Students' Epistemological Development
159(1)
11.1.5 Explorations of Factors Associated with Relativistic Thinking
159(1)
11.2 Future Directions
160(2)
11.3 Conclusion
162(3)
References
163(2)
Appendix A Information Page to the Experts and the Expert Rating Form 165(4)
Appendix B Complete Survey with the Modified ZCDI and the KCM Subscale 169(4)
Appendix C Demographic Survey 173(4)
Appendix D Interview Protocol 177(4)
Appendix E Dualistic Thinking-Demonstration Codes 181(2)
Appendix F Multiplistic Thinking-Demonstration Codes 183(2)
Appendix G Relativistic Thinking-Demonstration Codes 185(2)
Appendix H Commitment-Demonstration Codes 187(2)
Appendix I Relativistic Thinking-Factor Codes 189
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.
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