Purpose -The purpose of this paper is to focus on pedagogy as a crucial element in postgraduate research undertakings, implying active involvement of both student and supervisor in process of teaching and learning. Design/methodology/approach -Drawing on Australian higher degree research supervision practice to illustrate their argument, the authors take issue with reliance on traditional Oxbridge conventions as informing dominant practices of supervision of postgraduate research studies and suggest pedagogy as intentional and systematic intervention that acknowledges the problematic natures of relationships between teaching, learning, and knowledge production as integral to supervision and research studies. Findings -The authors examine issues of discursive practice and the problematic nature of power differentials in supervisor-supervisee relationships, and the taken-for-grantedness of discursive practice of such relationships. The authors do this from the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution. Originality/value -The paper examines the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution. IntroductionDrawing on what is written about higher degree research supervision, in this paper we take issue with one particular manifestation of supervision within postgraduate research undertakings; the so-called Oxbridge approach of a novice student researcher learning from an academic who is assigned as the principal or coordinating supervisor -a role based on discipline rather than teaching knowledge. As experienced higher degree research supervisors and student advocates in postgraduate student associations ourselves, we have focused our discussion on the implications of current practice for student research success or otherwise. We use as a starting point current literature () that focuses on supervision as a blend of pedagogical and personal relationships and the ensuing theorisation of these relationships in relation to language, knowledge and power. A number of scholars in
This paper focuses on discursive practices of postgraduate research as a crucial element in constructs of international student subjectivities when they undertake postgraduate studies in Australian universities. As such, it focuses on a discursive field emerging within domains of internationalisation, globalisation, and resistance. It examines processes and protocols in a number of Australian universities' postgraduate divisions' practices in the conduct of postgraduate supervision, in the context of increasing pressures towards internationalisation within frameworks of globalising influences. It takes issue with Western custom and tradition as privileged within the field of supervision of postgraduate research studies and suggests a model of postgraduate research supervision as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of cultural relationships as to teaching and learning and knowledge production, and student resistances within these fields. In doing so, it examines issues of discursive practices and the problematic natures of power relationships in supervisor-supervisee protocols and possibilities suggested by alternative models of postgraduate supervision of international students.
In this paper I explore the possibilities presented in examining taken-for-granted aspects of pre-service teacher practicum practices, especially in terms of naming and positioning within teacher education, as they present at a regional university in Ballarat, Australia. The University Ballarat has introduced a new P-10 teacher education course which is about to enter its fourth year. The course has focussed some of its attention on traditional aspects of paid supervisory and assessment roles of practising teachers in relation to student teachers. As a result, changes have been made, with reconfigured foci on the roles of both practising teachers and undergraduate students, as well as those of other staff who support the new program. One such focus is on what Schön (1987) describes as 'indeterminate zones of practice', and the result has been a research program exploring those zones as part of mentorship in relation to mandated supervision and assessment requirements for graduate registration. Examination of data provided by transcripts of focus groups conducted with the students, mentors, community coordinators and university teachers involved in the programs suggests possibilities that may serve to inform efforts to meet a major part of the challenge to prepare pre-service teachers better in finding innovative and relevant ways to improve practicum experience from the outset of undergraduate Education. Those of us involved in the program at the University of Ballarat have examined assumptions underlying participants' roles in relation to partnerships within communities of practice in relation to the roles of university and educators in the field, as well as critically examining concepts of mentoring that guide reflection on practice and scaffold student learning. Such considerations go beyond concerns of individual pre-service teacher classroom performances, focussing on the generalisability of pre-service teacher experience in relation to the profession as a whole.
This article describes Indigenous Australian languages as having a history of pejoration dating from colonial times, which has masked the richness and complexity of mother tongues (and more recently developed kriols) of large numbers of Indigenous Australians.The paper rejects deficit theory representations of these languages as being inferior to imported dialects of English and explains how language issues embedded in teaching practices have served to restrict Indigenous Australian access to cultural capital most valued in modern socio-economic systems. We go on to describe ways in which alternative perspectives where acknowledgment of rich, complex and challenging features of Indigenous Australian languages may be used by educators as empowering resources for teacher education and teaching in schools. Our paper stresses the urgency of establishing frameworks for language success within which to develop other successful learning outcomes of Indigenous Australians.
Research on green marketing in China is still underdeveloped.The purpose of this article is to present findings on perception, motivation, and marketing practices of a "daily chemical" firm in China that has successfully adopted a green sustainable business approach. Establishing characteristics of firms that instigate green initiatives, it provides a unique conceptual framework for this study. Findings have confirmed much of the literature on green marketing, while making visible specific categories that challenge some previously-held assumptions within the literature. It provides new insights to green marketing in contexts that are not immediately conductive to green sustainable principle.
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