Presenting a Competency Model for Students Based on the Lived Experiences of International Doctoral Students

Abstract

Today, higher education is considered one of the fundamental pillars of the movement toward globalization. A skilled workforce is the primary indicator of a country's progress and development and is regarded as one of its most crucial sources of power. The present study aimed to develop a competency model for students based on the lived experiences of international doctoral students. The research was conducted using a mixed-methods design. The exploratory mixed-methods approach was employed, with a phenomenological method used in the qualitative section and a descriptive-survey method used in the quantitative section. The research population included all international doctoral students, totaling 1,200 individuals, based on university-published statistics. In the qualitative section, a purposive sampling method was used until theoretical saturation was reached, and the data collection tool consisted of interviews. In the quantitative section, the research population also comprised all international doctoral students, and based on Cochran's formula, a sample size of 291 students was determined using a random sampling method. The data collection tool in the quantitative section was a researcher-developed questionnaire (consisting of five components), which was designed based on the findings from the qualitative section and the relevant literature. Data analysis was conducted using mean and standard deviation calculations. Based on the qualitative findings, five overarching themes were identified: scientific competencies (including research skills, interdisciplinary knowledge, and language proficiency), social skills (including intercultural communication, teamwork, and networking), environmental adaptation (including cultural adaptability, respect for regulations, and familiarity with the educational structure), managerial skills (including project management, time management, and team leadership), and personal growth (including creativity and innovation, problem-solving, and critical analysis). A 45-item researcher-developed questionnaire was subsequently designed based on these themes. Authorities and policymakers in international doctoral education should engage in precise planning and allocate the necessary financial resources to enhance and promote the missions and objectives of this critical educational institution. This effort will facilitate the achievement of strategic goals for international doctoral students.