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ERIC Number: EJ1123481
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1356-2517
Written Feedback in Intercultural Doctoral Supervision: A Case Study
Xu, Linlin
Teaching in Higher Education, v22 n2 p239-255 2017
This paper explores the feedback interactions in an intercultural supervision context between a white New Zealand supervisor and a Chinese international doctoral student, who is also the author (and researcher) of this study. Using mixed methods, it examines the supervisor's written feedback on a draft PhD proposal and the student's feedback responses reflected in the revised draft. Qualitative inquiries generated descriptive frameworks of feedback foci and formulations and the revisions made by the student. Quantitative investigations revealed the prevalent patterns of feedback provision and response. The effects that feedback foci and formulations exerted on the responses are also discussed, drawing on the student-author's critical self-reflection. The findings suggest the student's responses to the feedback materialise the tension and struggle between the student and the supervisor, between the student's cultural heritage and the institutional culture. It is important to distinguish the student's "active inaction" from "passive resistance" in feedback responses.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A