Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates

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.

Digital doctorates? An exploratory study of PhD candidates’ use of online tools

“…Yet as Bennett and Folley (2014) point out, their online involvement was more limited when they were uncertain of their abilities. In a time-pressured environment, or for researchers for whom English is not their first language, uncertainty is magnified (Winchester-Seeto et al, 2013). More detailed analysis of social media use across a diversity of candidates and practices will help flesh out the specificities of the cautious responses outlined in this article.…”

‘A Source of Sanity’: The Role of Social Support for Doctoral Candidates’ Belonging and Becoming

“…The quotes above express stories of exclusion and stress caused by misunderstood personal identities of candidates. Diverse student backgrounds, experiences, skills, circumstances, and personalities potentially aggravate conflicts and challenges experienced in the PhD (Winchester-Seeto et al, 2014). While the participant sample is not intended to be fully representative, differences were observed in female and male, part-and full-time, international and domestic, Humanities and Science students, and between mature and young students.…”

Cultivating African academic capital – Intersectional narratives of an African graduate and his PhD study supervisor

“…As the study and its execution took prime position, all other issues were considered secondary, but still important in terms of FJM's transition towards doctorateness. These issues included how power in the supervisory relationship plays out when a collegial relationship develops between student and supervisor (also see Mkhabela and Frick, 2016;Winchester-Seeto et al, 2014). Moreover, as I acknowledged FJM as a quality assurance professional in his own right, he respected my academic background and supervisory experience.…”

“…I also sought clarification as how to address him -a question that may sound strange to many, but not something to be taken for granted. In Tanzania it is improper to address senior people by their first names and most professors would prefer being addressed by titles (also see McKinley et al,2011;Winchester-Seeto et al, 2014;Mkhabela & Frick, 2016). Surprisingly, EMB invited me to address him in a way that made me comfortable, provided that there was consistency.…”

“…To promote doctoral studies across cultural and language differences are complex as study supervisors and candidates have to consider and act upon the differences in academic, cultural and personal backgrounds, their ways of communicating, relational issues and other challenges (Manathunga 2009;McKinley at al., 2011;Mkhabela & Frick, 2016;Winchester-Seeto et al, 2014).…”