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Unlike previous studies that only reflect on how institutions og higher education try to transform students to scholars, this study considered the educational and cultural backgrounds of the international students in a doctoral program in Australia. The purpose was to determine the extent to which, the new institutional, academic and social environment was responsible in the development of the knowledge, skills and mindstes of the students. This qualitative study significantly contributed to the existing literature on doctoral student socialisation by identifying the main factors that influence students' transition into a scholar. This study has important implications to policy makers and practitioners in the context of changing PhD. |
