A Phenomenological Study on Academic Adaptation Experiences of Turkish Graduate Students at U.S. Universities

This study explores the academic adaptation experiences of Turkish students studying at U.S. universities with scholarship status. The phenomenological research method was used to obtain in-depth information about students' experiences. With the purposeful sampling method, 13 participants were determined, and in-depth interviews were conducted. The interviews were recorded and transcribed. By analyzing the interview texts, the themes were selected. These themes were classified into the education system (pedagogy) and relations with academic staff. The experienced themes related to the education system are many course responsibilities (homework), field incompatibility, the problem of classroom participation, critical thinking, literature review, and adaptation to learning resources. Also, the study found that Turkish students have good relations with academic staff; however, many of them experience problems with their advisors. Students' cultural habits and problems stemming from their scholarship status were identified as prominent themes in this category. As a result of this study, some implications were made for the Study Abroad Program, students, advisors, and the Turkish and American academic communities.