This paper discusses the impact Chinese students’ culturally-specific features might have on the processes by which they commence their higher degrees by research candidature. We explain how existing frameworks in cross-cultural studies and an appreciation of the different educational background might be used to create a better understanding of the Australian supervisor-Chinese PhD student relationship. We provide strategies to deal with features of Australian academic culture which the Chinese candidate might find confronting so as to maximise the chances of a successful start to candidature and a reduction in the possibility of problems arising.
Reproduced with the kind permission of the copyright owner.
Field of Research
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective
939999 Education and Training not elsewhere classified
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