Experiences of overseas doctoral researchers in Australian business schools: implications for stakeholders

Abstract

<p><b>Purpose</b></p><p> Although the international education sector is one of the significant contributors to the Australian economy, international students continue to experience various forms of social inequalities. This paper aims to focus on overseas doctoral researchers (ODRs) - candidates and graduates - and capture their experiences.</p><p><b> Design/methodology/approach</b></p><p> Drawing on the adaptive capacity framework, an exploratory qualitative study was carried out based on interviews with doctoral candidates (<i>n</i> = 6), doctoral graduates (<i>n</i> = 5) and supervisors (<i>n</i> = 4) in various Business Schools in Australian universities. Given this study's exploratory and interpretive nature, the research question was deliberately broad: what insights can be generated for key stakeholders by capturing the experiences of ODRs in Australia through the lens of adaptive capacity?</p><p><b> Findings</b></p><p> Findings indicate that financial pressure, social exclusion and cultural bias were the three main challenges ODRs had to overcome; female ODRs perceived that supervisors and faculties often overlooked the mental health aspects; and better pedagogy of research supervision, institutional support and national policies are needed to develop adaptive ODRs.</p><p><b> Research limitations/implications</b></p><p> If ODRs are to become an integral part of the knowledge economy, key stakeholders need to focus on support mechanisms for these researchers. That way, Australian universities can not only improve their image of treating international students only as a part of the revenue flow but also enhance the educational experiences of ODRs and set them up for future success.</p><p><b> Originality/value</b></p><p> The contribution of this paper is twofold. First, it demonstrates the utility of the adaptive capacity lens to capture the experiences of ODRs. Second, it discusses research implications for the three key stakeholders: supervisors, higher education institutions and the government. </p>