Doctoral Supervision in a Cross-Cultural Context: Issues Affecting Supervisors and Candidates

Autor/inn/en	Winchester-Seeto, Theresa; Homewood, Judi; Thogersen, Jane; Jacenyik-Trawoger, Christa; Manathunga, Catherine; Reid, Anna; Holbrook, Allyson
Titel	Doctoral Supervision in a Cross-Cultural Context: Issues Affecting Supervisors and Candidates
Quelle	In: Higher Education Research and Development, 33 (2014) 3, S.610-626 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2013.841648
Schlagwörter	Doctoral Programs; Supervision; Interviews; Supervisors; Cross Cultural Studies; Semi Structured Interviews; Supervisor Supervisee Relationship; Language Proficiency; Cultural Differences; Familiarity; Separation Anxiety; Stereotypes; Time Management; Student Attitudes; Teacher Attitudes; Teacher Surveys; Student Surveys; Performance Factors; Barriers; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Interviewing; Interviewtechnik; Cultural comparison; Kulturvergleich; Language skill; Language skills; Sprachkompetenz; Kultureller Unterschied; Trennungsangst; Klischee; Zeitmanagement; Schülerverhalten; Lehrerverhalten; Schülerbefragung; Leistungsindikator; Ausland; Australien
Abstract	This article presents an analysis of rich data, gathered from interviews with 46 candidates and 38 supervisors from three Australian universities, about experiences of doctoral supervision in cross-cultural situations. Our analysis shows that many of the issues reported by international candidates are the same as those encountered by domestic candidates. However, this study has identified eight intensifiers that make such situations more complicated or difficult for candidates in a cross-cultural context: "language"; "cultural differences in dealing with hierarchy"; "separation from the familiar"; "separation from support"; "other cultural differences"; "stereotypes"; "time"; and "what happens when the candidate returns home." The two intensifiers mentioned by more than 50% of interviewees are "separation from the familiar" and "language." Using intensifiers as a conceptual framework for self-examination may help universities to better understand the real issues, to target resources, to mitigate distress to international candidates and reduce pressure on supervisors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10