Understanding Cross-Cultural Experiences Through Multilayered Theoretical Frameworks as a Transient Insider Researcher

This chapter reflects on the process of engaging with a range of theories and developing a multilayered framework for longitudinal mixed-methods doctoral research, which explored the cross-cultural transitions of Chinese international students at a UK university. The research aimed to understand their learning experiences, how they navigated the British academic environment, and the broader impact of these transitions on their cultural adaptation. The adapted theoretical framework consisted of social constructivism (Vygotsky, 1978). Dewey’s theories of experience (1916, 1934), and Mezirow’s (1991, 2000) transformative learning theory. This three-layered framework was carefully chosen because it not only aligned with the interpretation of cross-cultural transition experiences but also complemented the researcher’s transient insider positionality. It was developed after careful consideration of how each theory informed the research questions, aligned with the research paradigm, and contributed to data interpretation. Additionally, this chapter includes reflections on the author’s experiences as a researcher, offering a vivid embodiment of the theoretical framework through her doctoral journey.