How can PhD supervisors help foster independent and critical student work in a multi-cultural setting?
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PhD supervisors, independent, critical, multi-cultural, setting, process, doctoralResumé
In a recent analysis of doctoral students learning process, Odena and Burgess found that “Supervisors’ most helpful feedback appeared to be aimed at helping students learn how to learn by themselves, supporting the development of their critical thinking and writing” (2017, p. 578). I think this is an interesting finding, and a relevant starting point for questioning how supervisors can help foster independent at critical student work. It has become a key question for my own development as a (PhD) supervisor. Given the university focus on internationalization, I want to explore this with regards to supervision of PhD students who come from more authoritarian academic traditions. This article focuses on the following question:
How can Nordic supervisors help facilitate independent and critical thinking in students from more hierarchical and authoritarian academic traditions?
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