How can PhD supervisors play a role in bridging academic cultures?

Elliot, Dely Lazarte; Kobayashi, Sofie

doi:10.1080/13562517.2018.1517305

Cited by 44 publications

(36 citation statements)

References 46 publications

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“…The participants experienced wide-ranging emotions, including positive, negative, and mixed emotions, adding support to the emotion-laden nature of doctoral supervision (e.g., Sambrook et al, 2008 ; Halse and Malfroy, 2010 ; Halse, 2011 ). The participants' positive emotions were mostly happiness, which incorporated pedagogical pleasure (Elliot and Kobayashi, 2019 ), and less commonly intellectual pleasure (Halse and Malfroy, 2010 ). The relative prevalence of pedagogical pleasure was expected, as supervision overlaps with teaching in fostering students' growth (Sambrook et al, 2008 ; Cotterall, 2011 ).…”

Section: Discussionmentioning

confidence: 99%

“…As shown in Table 3, positive emotions included happiness and love, whereas negative emotions involved 10 discrete emotions. Compared to love, happiness was much more common and consisted of pedagogical pleasure (Elliot and Kobayashi, 2019) and intellectual pleasure (Halse and Malfroy, 2010). Pedagogical pleasure emerged when nine participants witnessed students' growth and achievements, as well as their own growing competence as supervisors (P2 & P14), whereas intellectual pleasure arose when supervisors ignited their motivation and enjoyment in extending their knowledge boundary: "I feel quite fulfilled in doctoral supervision because this is a learning opportunity for me too.…”

Section: Findings Doctoral Supervisors' Emotion Experiencementioning

confidence: 99%

“…Doctoral supervision is rewarding but challenging experiences for academics (Elliot and Kobayashi, 2019 ). Even without sufficient professional training (Acker and Haque, 2015 ), supervisors are expected to balance conflicting roles and to meet individual students' needs (Hemer, 2012 ; Benmore, 2016 ) in contemporary higher education marked with growing managerialism, performativity, and accountability (Aitchison et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

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Unpacking the Emotional Dimension of Doctoral Supervision: Supervisors' Emotions and Emotion Regulation Strategies

Han

2021

Front. Psychol.

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Successful completion of a PhD is challenging for both the candidate and the supervisor. While doctoral students' emotional burdens received much attention, their supervisors' emotional experiences remain under-explored. Moreover, while teacher education research stressed the importance of teacher emotion regulation, empirical studies on doctoral supervisors' emotion regulation barely exist. The current qualitative study explored 17 computer science supervisors' emotions unfolding in doctoral supervision and their emotion regulation strategies. Semi-structured interviews revealed the supervisors' wide-ranging emotions, with their negative emotions more diverse and common than positive ones. The supervisors also regulated their emotions through multiple strategies within antecedent-focused and response-focused approaches. As one of the initial studies on doctoral supervisors' emotion and emotion regulation in their own right, the current study not only uncovers the complexity of the emotion-laden dimension of supervision, but also highlights the need for all stakeholders to attend to supervisors' psychological well-being in tandem with their students'.

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Section: Discussionmentioning

confidence: 99%

Section: Findings Doctoral Supervisors' Emotion Experiencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Unpacking the Emotional Dimension of Doctoral Supervision: Supervisors' Emotions and Emotion Regulation Strategies

Han

2021

Front. Psychol.

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“…Extracurricular work gives the development of personal and leadership skills [4]. Scientists Elliot D.L., Kobayashi S. on the basis of a qualitative study examine the experience of academic leaders and foreign graduate students regarding academic and psychosocial adaptation in a new cultural environment and emphasize the importance of intercultural aspects of mentoring of academic leaders [5]. This emphasizes the importance of curatorial service, mentoring and ensuring constructive intercultural communications and tolerance, especially during the period of adaptation of students and graduate students to study at a university [6,7,8,9,10,11,12,13].…”

Section: Discussionmentioning

confidence: 99%

Actual Issues of Adaptation of Freshmen 2020: Challenges to Education

Ivashova¹,

Shelemekh²,

Volodkina³

et al. 2020

Proceedings of the International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization

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The article presents the research results of the adaptation of the modern generation of university freshmen to study. We present the analysis of the socio-psychological characteristics of the modern generation of freshmen 2020. New requests and expectations of students to the educational process at the university, the transformation of competencies demanded by the economy form development vectors for universities, including the issues of ensuring the successful adaptation of the new incoming students. We considered important trends in the discussion of adaptation problems that are described in the publications of the scientific community. The balance between socio-psychological and educational adaptation is justified when the university works with freshmen of 2020. The key approaches in which may be as follows. The first is the development of an impression economy-a positive emotional background of what is happening. The second is a sense of importance and significance of the student's personality, psychological interaction. The third is creating a successful situation for everyone-a variety of proposals for finding areas of personal growth. The fourth is early immersion in social and professional networks. And the last is relevant educational and extracurricular digital content.

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“…Consequently, Danish supervisors tend to resist judgements of performance or of the person. For doctoral researchers from Japan, Bangladesh, India, China, Iran and Kenya this often resulted in annoyance with time-wasting 'interactive' discussions, frustration at a lack of judgemental feedback, resistance to taking an autonomous rather than directed approach and problems in moving from respect for the authority of the written word to critiquing it (Elliot & Kobayashi, 2019).…”

Section: Materiality In Interactionmentioning

confidence: 99%

Doctoral supervision: sharpening the focus of the practice lens

Trowler

2021

Higher Education Research & Development

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The literature on doctoral supervision is heavily informed by a focus on the individual and dyad, together with a self-help ethic of supervisory improvement. On the margins is a disparate literature taking a 'practice' perspective on doctoral supervision. But this literature is disconnected and lacking in some important features. This article's intention is to sharpen the focus and so to enhance the utility of a social practice theory lens. It refutes the idea that the practice perspective is inherently conservative, showing how a sharply focused lens can challenge assimilationism. The article first elaborates on the individualist approach and highlights differences with the practice approaches as already developed. It then sets out a social practice approach which builds on that existing literature. Finally, it applies this to the issue of colonialist assimilationism in doctoral supervision. The article is not directly based on empirical research, but instead uses existing literature to indicate ways in which a social practice approach might more effectively address the enhancement of doctoral supervision.

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How can PhD supervisors play a role in bridging academic cultures?

Cited by 44 publications

References 46 publications

Unpacking the Emotional Dimension of Doctoral Supervision: Supervisors' Emotions and Emotion Regulation Strategies

Unpacking the Emotional Dimension of Doctoral Supervision: Supervisors' Emotions and Emotion Regulation Strategies

Actual Issues of Adaptation of Freshmen 2020: Challenges to Education

Doctoral supervision: sharpening the focus of the practice lens

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