Validation of the Model for Identifying the Competencies Needed by Students Based on the Lived Experiences of International PhD Students

Abstract

The attraction of international students is considered one of the indicators of the development and internationalization of universities. However, the continued presence and academic success of these students requires identifying and addressing the challenges they face. This study aimed to identify the key obstacles facing international PhD students in Iran and provide a model for optimizing their educational experience. This research was conducted with a mixed approach and in two qualitative and quantitative phases. In the qualitative phase, in-depth semi-structured interviews were conducted with 15 international PhD students using a phenomenological method. Qualitative data were analyzed using content analysis and coding in MAXQDA software. In the quantitative phase, the statistical population included all the aforementioned students, 1200 people, of whom 291 were selected as a sample using the Cochran formula using a stratified random sampling method. The research instrument was a 42-item researcher-made questionnaire based on qualitative findings. Quantitative data were analyzed using exploratory and confirmatory factor analysis and structural equation modeling in SPSS and SmartPLS software. Based on qualitative analysis, barriers were categorized into five main dimensions: 1. Structural-administrative barriers (including complexity of administrative processes, inefficiency of the support system, and lack of integration in service provision); 2. Communication-cultural barriers (including language gap, culture shock, and limitations in social interactions); 3. Academic-educational barriers (including mismatch of educational expectations, inadequate quality of supervision, and limited academic resources); 4. Livelihood-welfare barriers (including housing, transportation, and nutrition problems); 5. Psychological-adaptive barriers (including homesickness, intercultural tensions, and psychological stress). The final model based on path analysis showed that structural-administrative and communication-cultural barriers have the most negative impact on the academic experience. The results indicate that the challenges facing international students are multidimensional. The presented model can be a basis for developing operational strategies for universities to transform threats into opportunities and improve the satisfaction and retention of international students.