African international doctoral students in New Zealand: Englishes, doctoral writing and intercultural supervision

Stephanie Doyle; Catherine Manathunga; Gerard Prinsen; Rachel Tallon; Sue Cornforth

doi:10.1080/07294360.2017.1339182

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African international doctoral students in New Zealand: Englishes, doctoral writing and intercultural supervision

Journal article

Peer reviewed

African international doctoral students in New Zealand: Englishes, doctoral writing and intercultural supervision

Stephanie Doyle, Catherine Manathunga, Gerard Prinsen, Rachel Tallon and Sue Cornforth

Higher Education Research & Development, Vol.37(1), pp.1-14

2018

DOI: https://doi.org/10.1080/07294360.2017.1339182

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Abstract

Education

doctoral education

doctoral supervision

African students

intercultural communication

English as an additional language (EAL)

academic writing

international students

While the experiences of international doctoral students, especially those from Asian countries, have been well researched, fewer studies have explored the experiences of African students in Southern countries like Australia and Aotearoa/New Zealand. This article reports on doctoral writing and student and supervisor perspectives on English languages in a small study of supervisors and African students in New Zealand. It challenges deficit constructions of African students and illustrates how the growing internationalisation of higher education is adding to the complexities of doctoral writing, raising questions as to how students and supervisors recognise and navigate differences in Englishes and doctoral writing. It makes a number of recommendations about how supervisors might work effectively with African and other doctoral students.

Details

Title: African international doctoral students in New Zealand: Englishes, doctoral writing and intercultural supervision
Authors: Stephanie Doyle (Author) - Victoria University of Wellington, New Zealand
Catherine Manathunga (Author) - Victoria University
Gerard Prinsen (Author) - Massey University, New Zealand
Rachel Tallon (Author) - Victoria University of Wellington, New Zealand
Sue Cornforth (Author) - Victoria University of Wellington, New Zealand
Publication details: Higher Education Research & Development, Vol.37(1), pp.1-14
Publisher: Routledge
Date published: 2018
DOI: 10.1080/07294360.2017.1339182
ISSN: 0729-4360
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99451345002621
Output Type: Journal article

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Web Of Science research areas: Education & Educational Research

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