Negotiating International Education Experiences: Japanese Students in Australian Universities

This thesis reports on an investigation that examined Japanese international students’ negotiated experiences of international education in their Australian higher education institutions. While the current existing literature locates international students as passive actors, devoid of agency, and perceives them through deficiency lens, the study reveals that the participants in this research powerfully demonstrated their capacity to respond to institutional norms and academic conventions. The study contends that international students may experience disruptions in their ways of thinking and engaging in practices, however, these are processes of learning, filled with potentialities to further explore opportunities for learning.