African international doctoral students in New Zealand: Englishes, doctoral writing and intercultural supervision

Doyle, Stephanie; Manathunga, Catherine; Prinsen, Gerard; Tallon, Rachel; Cornforth, Sue

doi:10.1080/07294360.2017.1339182

Cited by 45 publications

(26 citation statements)

References 28 publications

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“…This is a trend very much observed in doctoral students coming from African countries who perceive the opportunity of taking their PhD abroad as an opportunity to contribute to their countries' development (Doyle et al, 2017).…”

Section: Study Practices Of Learning Assessment Of Angolan Teachers Imentioning

confidence: 94%

“…As literature suggests, academic writing is difficult for all doctoral students, but it becomes much more demanding when students and supervisors have to deal with writing across different cultural and linguistic backgrounds (Doyle et al, 2017). Ten students underlined the impact of language proficiency in thesis writing.…”

Section: Thesis Writingmentioning

confidence: 99%

“…This has not been accompanied by a shared reflection and discussion among the Portuguese academic community concerning the challenges faced by these students, namely regarding the role of languages and cultures in doctoral research activities. Some studies have been acknowledging that pursuing a PhD in a foreign context brings forth critical challenges related to languages and cultures which play a very important role as reconfiguration agents influencing all stages of research: reading literature and theorising the research problem (Robinson-Pant, 2017); construction of data collection instruments and interpreting data (Araújo e Sá et al, 2020); writing the thesis and thesis viva (Doyle et al, 2017); disseminating findings (Pinto & Araújo e Sá, 2020a). In Portugal, studies focusing on the challenges of researching across languages and cultures in doctoral education are almost inexistent.…”

Section: Introductionmentioning

confidence: 99%

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Research development in doctoral education: role of languages and cultures

Pinto

2021

7th International Conference on Higher Education Advances (HEAd'21)

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Portuguese universities have been receiving an increasing number of students from Portuguese-Speaking Countries at the level of PhD studies, namely from Brazil, Angola, Cape Verde and Mozambique. As acknowledged by research, undertaking a PhD overseas entails several challenges and one of the deepest concerns the implications of languages and cultures in several doctoral activities, since they act as significant research reconfiguration agents. Against this background, this paper reports on a study that aimed at understanding the role of languages and cultures in doctoral research development. For this matter, and within a qualitative approach, semi-structured interviews were conducted with doctoral students from Portuguese-Speaking Countries attending a Portuguese university. Results from thematic analysis reveal that students’ linguistic and cultural backgrounds influence several stages of the research process: theme and research objetives definition, theorisation of the research problem and concept mobilisation, construction of data collection instruments and data collection and thesis writing. Implications of findings for institutional policy and practice concerning doctoral education and research are put forward.

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Section: Study Practices Of Learning Assessment Of Angolan Teachers Imentioning

confidence: 94%

Section: Thesis Writingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Research development in doctoral education: role of languages and cultures

Pinto

2021

7th International Conference on Higher Education Advances (HEAd'21)

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“…Equally ironic is that even our well-meant efforts to intentionally make overt our expectations with regard to academic writing and the tenets of what scholarship looks like in that field could serve to entrench the power differential between students and supervisors rather than close the gap. In their efforts to hold the integrity of their disciplines and set the boundaries of what constitutes knowledge within their fields, supervisors might inadvertently be silencing students' voices and tightening up the borders rather than respecting their students by creating spaces for a diversity of voices (Doyle et al, 2018).…”

Section: Re-imagining Bordersmentioning

confidence: 99%

Writing a Doctoral Thesis in a Non-Western Voice

Naomi

2021

Re-Imagining Doctoral Writing

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It has been a privilege to work on this edited collection despite the fact that much of the work has taken place during a pandemic when, for many of us, our lives have been turned inside out. The series editors Terry Zawacki, Joan Mullin, Magnus Gustafsson, and Federico Navarro have been exceptionally helpful, as has been founding editor and publisher Mike Palmquist. Terry, in particular, has guided us with gentle encouragement and thoughtful suggestions throughout the process. We also thank the contributors for their work on chapters and for their collegial approach to this project. It has been a pleasure to work with you all, and we look forward to many years of collaborations in the future. We would also like to thank all the readers who read earlier drafts of pieces of this collection. We are grateful for your careful work.Cecile: I would like to acknowledge the support from Memorial University for assistance in the preparation of this manuscript and in particular for the Publications Subventions Program grant. I also want to thank my co-editors, Britt and Jamie, for a most enjoyable journey. Our virtual meetings became a highlight for me. I'm also extremely grateful to both of them for carrying the load when I became ill. They conveyed their compassion and care in multiple ways.Britt: As I type this on my phone (with one hand, while feeding my new baby), I am astounded at what can be accomplished when academics come together to care-fully collaborate. As authors and editors, we have been through births, deaths, sickness (hello Covid-19!), health, layoffs, new jobs, as well as dissertation endings (congrats!), beginnings, and somewhere in between. I am grateful to my co-editors who have sustained me in more ways than I could possibly detail. I am grateful to the authors, who gracefully took on rounds of editing and review in order to push this piece further. I am grateful to the Algonquin Nation whose territory includes the Ottawa River watershed, which nurtures and sustains my life and the lives of my kin. Finally, I am grateful to my human, Sean Botti, whose countless hours of visible and invisible labour has contributed to making this project a reality.Jamie: I am grateful to so many people who have been a part of bringing this collection together. I would like to thank my co-editors, Britt and Cecile, for their rigour, generosity, and care. The fact that we have edited this book from different corners of the world has frequently opened up interesting juxtapositions in time and season and in terms of how we think about doctoral education and writing. I am grateful to chapter authors for working with us RE-IMAGINING DOCTORAL WRITING

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“…In Aotearoa-New Zealand, studies on international students' experiences usually include students from both undergraduate and postgraduate levels (Deloitte, 2008;Kukatlapalli, Doyle, & Bandyopadhyay, 2020;Sawir et al, 2009a;Thorup-Binger & Charania, 2019). At postgraduate levels, researchers tend to focus on doctoral students (Ding, 2016;Ding & Devine, 2018;Doyle, Manathunga, Prinsen, Tallon, & Cornforth, 2017;Kidman, Manathunga, & Cornforth, 2017). Considering the lack of research on the experience of master's students in Aotearoa-New Zealand, I decided to choose Vietnamese international students at master's level as the focus cohort for my study.…”

Section: Research Rationalementioning

confidence: 99%

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

Ho¹

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International students’ experiences are a major concern for universities and educational researchers. Globally, Vietnam is a top source country for international students. Universities in Aotearoa-New Zealand host an increasing number of Vietnamese students, but researchers often subsume this group into generic cultural and ethnic categories such as ‘Asian student’. As a result, little is known about their experience.<div> This study explores the everyday experiences of 10 Vietnamese master’s students from an Aotearoa-New Zealand university through a series of semi-structured in-depth interviews. An interpretative phenomenological analysis approach enabled me to capture the essential meanings of the participants’ experiences and understand what it was like to be Vietnamese students in Aotearoa-New Zealand. <div> </div>As the participants built new lives in Aotearoa-New Zealand, they dealt with the practicalities of uncomfortable or difficult housing conditions as well as established relationships within the diverse cultural contexts of the host country. Accommodation issues had a significant impact on their studies and sense of security and belonging. The students had a hard time finding a place to live. Not feeling comfortable, safe or at peace in their new houses, they did not feel like they were at home. They did not view their houses as a place where they could take refuge and leave the hustle of life outside. In academic settings, the students initially struggled to deal with a range of new and unfamiliar learning and teaching styles (e.g., classroom discussion) and conventions about referencing and citing. These made them feel overwhelmed and bewildered. During these formative months, many of them experienced language difficulties, a sense of cultural dislocation, and a deep yearning for their families. These difficulties forced them to learn to deal with challenges and become independent. The students drew strength from their Vietnamese cultural values and practices to overcome difficulties. Based on the findings, I propose a framework for exploring the experience of short-term Vietnamese international students. The study provides implications for host universities to assist Vietnamese students as they orient themselves to daily life in Aotearoa-New Zealand.</div>

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African international doctoral students in New Zealand: Englishes, doctoral writing and intercultural supervision

Cited by 45 publications

References 28 publications

Research development in doctoral education: role of languages and cultures

Research development in doctoral education: role of languages and cultures

Writing a Doctoral Thesis in a Non-Western Voice

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

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