Effective Intercultural Supervision: Using Reflective Practice to Enhance Students’ and Supervisors’ Intercultural Competence

Zheng, Haoran; Herawati, Henny; Saneewong, Sanikan

doi:10.1007/978-981-13-9302-0_18

Cited by 6 publications

(3 citation statements)

References 20 publications

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“…Mutual goals, expectations, and objectives aid outcome achievement and are necessary for positive intergroup contact (Allport et al., 1954; Pettigrew, 2008; Pettigrew & Tropp, 2006). Furthermore, reflective practices such as constructive feedback, discussions, and journaling can increase cultural awareness, understanding, reception, and dismantling of cultural stereotypes (Lash et al., 2022; Lin & Schwartz, 2003; Zheng et al., 2019), which contribute to the success of intercultural mentoring.…”

Section: Effective Practices In Intercultural Mentoringmentioning

confidence: 99%

Intercultural Mentoring in Higher Education

Adebayo,

Sunderman

2023

J of Leadership Studies

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Intercultural mentoring is increasing in higher education in response to diversification and globalization. While intercultural mentoring relationships experience unique challenges, it can be a development learning opportunity for both mentors and mentees. Therefore, the current article discusses the following aspects of intercultural mentoring relationships in higher education: benefits and challenges, recommendations for effective practice, the role of mentors and mentees in ensuring a successful relationship, and future research frontiers. Mentors and mentees in intercultural mentoring relationships, as well as formal mentoring programs with intercultural mentoring dyads, will benefit from the recommendations offered in the current article.

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Section: Effective Practices In Intercultural Mentoringmentioning

confidence: 99%

Intercultural Mentoring in Higher Education

Adebayo,

Sunderman

2023

J of Leadership Studies

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“…Writing group participants are encouraged to reflect on their own work through the process of giving and receiving feedback (Cahusac de Caux et al, 2017;Chakma et al, 2021;Doody et al, 2017). Throughout their PhD candidature, students may experience many challenges including a lack of work-life balance, intercultural difficulties, mental illness, financial and familial obligations, as well as academic writing and linguistic challenges (Agustin, 2019;Cahusac de Caux, 2019;Doody et al, 2017;Lai, 2019;Moharami, 2019;Muhalim, 2019;Utami, 2019;Zheng et al, 2019). Sharing struggles and difficulties about writing in a doctoral writing group provides PhD students with the opportunity to reach out for help (Doody et al, 2017 6 al., 2021;Stylianou et al, 2017;Wellington, 2010;Wilson & Cutri, 2019;Wynne et al, 2014).…”

Section: Doctoral Writing Groups Foster a Sense Of Belonging Through Reflection And Shared Experiencementioning

confidence: 99%

Pastoral Care in Doctoral Education: A Collaborative Autoethnography of Belonging and Academic Identity

Hradsky

Soyoof

Zeng

et al. 2022

IJDS

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Aim/Purpose: It is increasingly recognized that doctoral education programs should better support doctoral students. In particular, it has been noted that students experience significant isolation during their PhD, which negatively affects their educational experiences and their personal wellbeing. Doctoral writing groups are collaborative learning communities that have in recent years received increasing attention to address this issue. This collaborative autoethnography explores the affective benefits (i.e., benefits associated with emotions and feelings) of these doctoral writing groups, particularly focused on the pastorally supportive nature of these learning communities. Background: Writing groups have been shown to promote academic writing skills and build reflective practice, personal epistemology, and academic identity. We have found that a much more significant benefit of our writing groups has been the pastoral care we have experienced, particularly in relation to the turbulent emotions often associated with academic writing. This should, perhaps, not be surprising since it is clear that academic writing is a form of identity work. There is, therefore, a clear need to better support doctoral students, particularly with regard to the more affective components of academic writing. This prompted us to write this collaborative autoethnography to showcase what we consider to be the primary role of doctoral writing groups: pastoral care. Methodology: We employ a collaborative autoethnographic methodology to integrate our personal reflections into the existing literature in the field. Contribution: We argue that doctoral writing groups are vehicles of pastoral care as they promote wellbeing, foster resilience, provide academic care, and build social capital. Findings: We demonstrate that doctoral writing groups foster students’ sense of belonging through self-reflection and the sharing of experiences in a safe space, which builds perceived self-efficacy and self-awareness. Furthermore, through the self-reflection and discussion that is inherent in doctoral writing groups, students also develop a better understanding of themselves and their place within the academy. Recommendations for Practitioners: Our research highlights that writing groups may be designed to teach academic communication skills, but they provide an affective benefit that cannot yet be quantified and which should not be underestimated. Incorporating writing groups into doctoral education programs can, therefore, have a positive influence on the educational experiences of PhD students and improve their overall wellbeing. This paper concludes by providing practical suggestions to help practitioners implement writing groups into doctoral education programs, particularly focused on how these groups can be made more pastorally supportive. Recommendation for Researchers: This paper also extends the theoretical understanding of pastoral care by providing a framework for pastoral care within the doctoral writing group environment. We show how pastoral care can be conceptualized as the promotion of self-awareness, self-efficacy, reflection, and empowerment of doctoral students through nurturing communities where all members are valued, encouraged, guided, and supported. Our experiences, which we have integrated throughout this paper, also highlight the importance of relationship-building within the educational community, particularly when these relationships are characterized by mutual respect and shared responsibility. Impact on Society: The poor well-being of doctoral students has now been well-established across the world, but strategies to improve the academic environment for these students are still lacking. This paper provides evidence that implementing writing groups as a strategy to embed pastoral care in a doctoral education environment helps doctoral students flourish. Ultimately, this can lead to an improved academic research culture into the future. Future Research: Future research should explore other methods of better integrating pastoral care interventions into doctoral education programs in order to reduce isolation and promote student wellbeing.

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“…The definition of intercultural competence varies depending on disciplinary differences; it is inextricably linked to the word "culture" (Zheng et al, 2019). Intercultural competence is defined by various scholars and researchers.…”

Section: Definitions Of Intercultural Competencementioning

confidence: 99%

Academic management strategies of secondary schools based on the concept of Intercultural competence

Korattana

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The research objectives were to 1) study conceptual frameworks of academic management of secondary schools and intercultural competence, 2) study students' intercultural competence levels, 3) analyze strengths, weaknesses, opportunities, and threats (SWOT) of academic management of secondary schools based on the concept of intercultural competence, and 4) develop academic management strategies based on the concept of intercultural competence, using a multiphase mixed-methods design methodology. The study population was 19 schools, with 307 respondents, including school administrators, head teachers, and teachers. Research instruments included questionnaires and evaluation forms. Data analysis included frequencies, percentages, arithmetic mean, standard deviations, modified priority needs index (PNImodified), and content analysis. Research results revealed that 1) the conceptual framework of academic management of secondary schools included curriculum development, teaching and learning, learning media and resources, and measurement and evaluation and the conceptual framework of intercultural competence included ten components, including interpersonal communication, tolerance for ambiguity, behavioral flexibility, intercultural empathy, intercultural team effectiveness, intercultural knowledge discovery, intercultural sociability, respect for otherness, intercultural goal orientation, and nonjudgementalness. 2) Students' intercultural competence was perceived at a high level overall. The three components with the highest mean scores included intercultural empathy, respect for otherness, and nonjudgementalness, and the three components with the lowest mean scores included intercultural sociability, intercultural team effectiveness, and behavioral flexibility. 3) SWOT results showed that only teaching and learning were rated as strengths. Measurement and evaluation were weaknesses with the highest priority needs; curriculum development was secondary; and learning media and resources were the third. 4) Academic management strategies consisted of four strategies, two substrategies, and 33 procedures: 4.1) reform measurement and evaluation to develop student intercultural competence (two substrategies and eleven procedures), 4.2) redesign the educational institution curriculum aimed at developing student intercultural competence (two substrategies and six procedures), 4.3) strengthen learning media and resources to develop student intercultural competence (two substrategies and seven procedures), and 4.4) strengthen teaching and learning to develop student intercultural competence (two substrategies and nine procedures).

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Effective Intercultural Supervision: Using Reflective Practice to Enhance Students’ and Supervisors’ Intercultural Competence

Cited by 6 publications

References 20 publications

Intercultural Mentoring in Higher Education

Intercultural Mentoring in Higher Education

Pastoral Care in Doctoral Education: A Collaborative Autoethnography of Belonging and Academic Identity

Academic management strategies of secondary schools based on the concept of Intercultural competence

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