Publication

Unraveling the implicit challenges in fostering independence: Supervision of Chinese doctoral students at Dutch universities

Hu, Y., Zhao, X. & van Veen, K., Apr-2020, In : Instructional Science. 48, 2, p. 205-221 17 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Hu, Y., Zhao, X., & van Veen, K. (2020). Unraveling the implicit challenges in fostering independence: Supervision of Chinese doctoral students at Dutch universities. Instructional Science, 48(2), 205-221. https://doi.org/10.1007/s11251-020-09505-6

Author

Hu, Yanjuan ; Zhao, Xiantong ; van Veen, Klaas. / Unraveling the implicit challenges in fostering independence : Supervision of Chinese doctoral students at Dutch universities. In: Instructional Science. 2020 ; Vol. 48, No. 2. pp. 205-221.

Harvard

Hu, Y, Zhao, X & van Veen, K 2020, 'Unraveling the implicit challenges in fostering independence: Supervision of Chinese doctoral students at Dutch universities', Instructional Science, vol. 48, no. 2, pp. 205-221. https://doi.org/10.1007/s11251-020-09505-6

Standard

Unraveling the implicit challenges in fostering independence : Supervision of Chinese doctoral students at Dutch universities. / Hu, Yanjuan; Zhao, Xiantong; van Veen, Klaas.

In: Instructional Science, Vol. 48, No. 2, 04.2020, p. 205-221.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Hu Y, Zhao X, van Veen K. Unraveling the implicit challenges in fostering independence: Supervision of Chinese doctoral students at Dutch universities. Instructional Science. 2020 Apr;48(2):205-221. https://doi.org/10.1007/s11251-020-09505-6


BibTeX

@article{df131bbd85524941893ba070fc949a5e,
title = "Unraveling the implicit challenges in fostering independence: Supervision of Chinese doctoral students at Dutch universities",
abstract = "Training researchers represents a substantially deeply international activity for higher education, and yet the transition into independence, a critical aim of doctoral education, remains a challenge for both supervisors and doctoral students, especially those from different cultural backgrounds. Interactions between Chinese doctoral students and their supervisors at Dutch universities exemplify the challenges in such an intercultural context. Interviews with 21 Chinese doctoral students and 16 supervisors from three Dutch universities reveal three potential challenges to fostering independence: (1) misalignment in supervisors' and students' conceptualizations of independence due to implicit diversity; (2) misalignment between supervisory support and students' zone of proximal development (ZPD) of independence, as derived from the broader ZPD concept, especially in the first year of the doctoral study; and (3) a gap between supervisors' interpretation of students' visible learning behavior and students' actual concerns. We provide a rich description of these hidden challenges and conclude with a framework outlining the relationships among the three layers of challenges. In so doing, we provide detailed information and a practical tool for supervisors to increase students' awareness and skills, accurately diagnose students' ZPD, recognize and reduce any potential misalignments in time, and thereby support students' transition into independence. We conclude by discussing the practical and theoretical implications of our findings for supervisors and students in other intercultural contexts to reflect on their own practices and explore new ways of promoting international students' transition into independence.",
keywords = "Independent researcher, Zone of proximal development, Cultural iceberg, Doctoral supervision, Chinese students, ZONE, TOO",
author = "Yanjuan Hu and Xiantong Zhao and {van Veen}, Klaas",
year = "2020",
month = "4",
doi = "10.1007/s11251-020-09505-6",
language = "English",
volume = "48",
pages = "205--221",
journal = "Instructional Science",
issn = "0020-4277",
publisher = "SPRINGER",
number = "2",

}

RIS

TY - JOUR

T1 - Unraveling the implicit challenges in fostering independence

T2 - Supervision of Chinese doctoral students at Dutch universities

AU - Hu, Yanjuan

AU - Zhao, Xiantong

AU - van Veen, Klaas

PY - 2020/4

Y1 - 2020/4

N2 - Training researchers represents a substantially deeply international activity for higher education, and yet the transition into independence, a critical aim of doctoral education, remains a challenge for both supervisors and doctoral students, especially those from different cultural backgrounds. Interactions between Chinese doctoral students and their supervisors at Dutch universities exemplify the challenges in such an intercultural context. Interviews with 21 Chinese doctoral students and 16 supervisors from three Dutch universities reveal three potential challenges to fostering independence: (1) misalignment in supervisors' and students' conceptualizations of independence due to implicit diversity; (2) misalignment between supervisory support and students' zone of proximal development (ZPD) of independence, as derived from the broader ZPD concept, especially in the first year of the doctoral study; and (3) a gap between supervisors' interpretation of students' visible learning behavior and students' actual concerns. We provide a rich description of these hidden challenges and conclude with a framework outlining the relationships among the three layers of challenges. In so doing, we provide detailed information and a practical tool for supervisors to increase students' awareness and skills, accurately diagnose students' ZPD, recognize and reduce any potential misalignments in time, and thereby support students' transition into independence. We conclude by discussing the practical and theoretical implications of our findings for supervisors and students in other intercultural contexts to reflect on their own practices and explore new ways of promoting international students' transition into independence.

AB - Training researchers represents a substantially deeply international activity for higher education, and yet the transition into independence, a critical aim of doctoral education, remains a challenge for both supervisors and doctoral students, especially those from different cultural backgrounds. Interactions between Chinese doctoral students and their supervisors at Dutch universities exemplify the challenges in such an intercultural context. Interviews with 21 Chinese doctoral students and 16 supervisors from three Dutch universities reveal three potential challenges to fostering independence: (1) misalignment in supervisors' and students' conceptualizations of independence due to implicit diversity; (2) misalignment between supervisory support and students' zone of proximal development (ZPD) of independence, as derived from the broader ZPD concept, especially in the first year of the doctoral study; and (3) a gap between supervisors' interpretation of students' visible learning behavior and students' actual concerns. We provide a rich description of these hidden challenges and conclude with a framework outlining the relationships among the three layers of challenges. In so doing, we provide detailed information and a practical tool for supervisors to increase students' awareness and skills, accurately diagnose students' ZPD, recognize and reduce any potential misalignments in time, and thereby support students' transition into independence. We conclude by discussing the practical and theoretical implications of our findings for supervisors and students in other intercultural contexts to reflect on their own practices and explore new ways of promoting international students' transition into independence.

KW - Independent researcher

KW - Zone of proximal development

KW - Cultural iceberg

KW - Doctoral supervision

KW - Chinese students

KW - ZONE

KW - TOO

U2 - 10.1007/s11251-020-09505-6

DO - 10.1007/s11251-020-09505-6

M3 - Article

VL - 48

SP - 205

EP - 221

JO - Instructional Science

JF - Instructional Science

SN - 0020-4277

IS - 2

ER -

ID: 124506469