International Research Students’ Experiences in Academic Success

Yeoh, Joanne Sin Wei; Terry, Daniel

doi:10.13189/ujer.2013.010319

Cited by 13 publications

(5 citation statements)

References 8 publications

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“…Adding to complexities presented by both doctoral students and supervisors while constructing personal relationships, gender differences were also observed to influence the depth of personal relationships formed between students and supervisors (Yeoh, 2012). Some female supervisors in particular, preferred to avoid having any personal relationships with their male students, being afraid of gossip emerging.…”

Section: Skills and Personalmentioning

confidence: 99%

Alignment of Doctoral Student and Supervisor Expectations in Malaysia

Collins

Saadi

2021

IJDS

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Aim/Purpose: This paper compares doctoral student and supervisor expectations of their respective roles and responsibilities in doctoral research supervision relationships in Malaysia. It identifies the areas, and the extent to which expectations align or differ. Background: Incongruence of expectations between doctoral students and their supervisor has been cited as a major contributor to slow completion times and high attrition rates for doctoral students. While researchers urge the need for explicit discussion of expectations, in practice doctoral students and supervisors rarely make their expectations explicit to each other, and few researchers have examined the areas of alignment or misalignment of expectations in depth. Methodology: Semi-structured interviews were held with fifteen doctoral students and twelve supervisors from two research-intensive universities in Malaysia. An inductive thematic analysis of data was conducted. Contribution: This paper provides the first in-depth direct comparison of student-supervisor expectations in Malaysia. A hierarchical model of student-supervisor expectations is presented. Findings: Expectations vary in the degree of congruence, and the degree to which they are clarified by students and supervisors across four different areas: academic practice, academic outcomes, skills and personal attributes, personal relationships. A hierarchical model is proposed to describe the extent to which both students and supervisors are able to clarify their mutual expectations arising throughout the doctoral student-supervisor relationship. Recommendations for Practitioners: Institutions should support discussions with both doctoral students and supervisors of expectations of their student-supervisor interactions, and encourage them to be more proactive in exploring their mutual expectations. Recommendation for Researchers: Data is recommended to be collected from students who have recently completed their studies, given the observation that some student participants were uncomfortable speaking about their supervisors while still in the student-supervisor relationship. Impact on Society: Opening opportunities for discussions of expectations by students and supervisors, supported and encouraged by the institutions within which they work, can help set the scene for positive and productive relationships. Future Research: Findings indicate there is need to examine in depth the impact of gender, and the competing pressures to publish and graduate on time, as they relate to the student-supervisor relationships and experience.

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Section: Skills and Personalmentioning

confidence: 99%

Alignment of Doctoral Student and Supervisor Expectations in Malaysia

Collins

Saadi

2021

IJDS

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“…Other studies have also exhibited similar findings about problems in academic writing. One of the significant findings of these pieces of research shows that international students studying at English-speaking universities were still lacking in both writing and speaking skills, meaning they still need intensive practice to improve both skills (Ramachandran, 2011;Sin Wei Yeoh & R Terry, 2013;Strauss, 2012). Some studies of experiences are from Yamen (Al-Jaro et al, 2019), Oman (Al-Shboul & Huwari, 2015), and Iraq (Nasser, 2018).…”

Section: Introductionmentioning

confidence: 99%

Academic Writing Difficulties for Indonesian Students in Pursuing Postgraduate Studies Abroad

Ningrum

Hamamah

Sahiruddin

et al. 2023

PJEE

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Academic writing skills have become an essential aspect that Indonesian students must focus on, especially for those planning or pursuing their postgraduate studies abroad. The current research investigates the difficulties Indonesian students face who currently pursue or recently completed their postgraduate studies in seven countries with different majors. The subject was seven Indonesian students who studied in India, Australia, the United Kingdom, Ireland, the Netherlands, and Poland. The researcher used the qualitative research method under the phenomenology procedure to collect the data. Two questionnaires in the form of open-ended questions were distributed and fulfilled by all research participants. The findings indicate that Indonesian students who pursued postgraduate study abroad faced difficulties in academic writing practice, for instance, paraphrasing the sentence, assuring coherence, formulating cohesion, and expressing their voice. Besides, some also faced problems choosing appropriate words and relevant topics in their writing. The main factors contributing to the difficulties are less academic writing practice, lack of vocabulary, and unfamiliarity with academic writing structure. Even though the students pursued different majors and countries, they had common difficulties writing academic writing. Moreover, cultural differences also influence students’ difficulties.

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“…Thus, no matter how valuable ideas researchers may have, as long as the language they use is not in line with academic conventions, it will not be of any use to the discipline they belong to Hinkel (2004). In the literature, there has been a growing interest in the studies that seek to explore the academic writing process of L2 writers from various perspectives in different settings (e.g., Buckingham, 2008;Cotterall, 2011;Doyle et al, 2018;Ho, 2017;Lan, 2015;Langum & Sullivan, 2017;Ma, 2020;Martı´n et al, 2014;McKenna & Kyser, 2021;Odena & Burgess, 2017;Ravichandran et al, 2017;Yag˘ız & Yig˘iter, 2012;Yeoh & Terry, 2013). Though there are several studies investigating the challenges and needs of the academic writers in diverse disciplines and many printed and online sources and academic websites, implementational research studies aiming at minimizing these writers' impediments and strengthening their knowledge and awareness are strongly needed.…”

Section: Introductionmentioning

confidence: 99%

Developing and Evaluating an Online Professional Development Model on Academic Writing Conventions and Norms in English

Kaya,

Yağız

2023

Sage Open

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This study aimed to determine non-native speakers of English academics’ knowledge and awareness of conventions and norms of academic writing (AW), to develop an online professional development model addressing all disciplines, and to evaluate the effect of this model on their AW performances with their views on the model. The study was based on the mixed methods evaluation design. The participants were nine academics in educational and social sciences at a state university in Turkey. An online professional development model encompassing eight themes related to AW was developed. Data were collected through pre- and post-tutorial semi-structured interviews and writing tasks. Textual and content analyses were used for the qualitative data, and the Wilcoxon Signed Rank Test was performed for quantitative analysis. The results showed that before the tutoring, the participants acknowledged various difficulties regarding AW conventions and norms. The data after the online asynchronous tutoring showed that explicit instruction increased the participants’ knowledge and awareness, and the proposed model contributed to their writing performances, and promoted their AW skills. However, participants’ hedging use was found limited to modal verbs use. Paraphrasing tasks also showed significant differences between before and after tutoring writing tasks. Participants highlighted the importance of long-term implementational writing instruction.

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International Research Students’ Experiences in Academic Success

Cited by 13 publications

References 8 publications

Alignment of Doctoral Student and Supervisor Expectations in Malaysia

Alignment of Doctoral Student and Supervisor Expectations in Malaysia

Academic Writing Difficulties for Indonesian Students in Pursuing Postgraduate Studies Abroad

Developing and Evaluating an Online Professional Development Model on Academic Writing Conventions and Norms in English

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