The impact of cross-cultural experiences on self-authorship among postgraduate Chinese students studying in the UK

Background: The number of Chinese students in UK higher education has dramatically increased, leading to challenges adapting to a different academic and cultural environment. This study explores the cross-cultural experiences of Chinese postgraduate students in the UK and their impact on self-authorship development. Methods: The study employed semi-structured interviews with ten Chinese postgraduate students studying in the UK. Participants were selected using snowball sampling, and interviews focused on their academic and social experiences in the UK university. Data were analysed using thematic analysis to identify key themes related to self-authorship. Results: Five main themes emerged: adaptation to the Scottish Higher Education learning model, cross-cultural communication, information management, independent living, and academic feedback. These experiences were pivotal in moving participants through the crossroads stage of self-authorship. Conclusions: Cross-cultural experiences in UK higher education significantly impact the self-authorship development of Chinese postgraduate students. Successful adaptation fosters critical thinking and autonomy, while maladaptive experiences may still contribute positively to intrapersonal development. These findings provide insights for educators to support the self-authorship development of international students.