Academic socialization of doctoral students through feedback networks: a qualitative understanding of the graduate feedback landscape

Kim, Kyung Min

doi:10.1080/13562517.2018.1449741

Cited by 27 publications

(18 citation statements)

References 34 publications

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“…For example, “cross-cultural transition” is employed to describe strategies to cope with marginalization (McClure, 2007 ). Kim ( 2018 ) employs “academic socialization” to illustrate the “sensitivity towards the local culture and the interaction-related features.” However, the use of these terminologies merely emphasizes the one-way adaptation of international faculty, which is contradictory to the prevailing arguments emphasizing bi-directional mutual exchange (Gheorghiu & Stephens, 2016 ).…”

Section: Literature Reviewmentioning

confidence: 99%

How do international faculty at Japanese universities view their integration?

Chen

2022

High Educ

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The purpose of the study is to explore how international faculty at Japanese universities view their integration. An exploratory study of semi-structural interviews with 40 full-time international faculty hired in Japanese universities with various backgrounds was conducted. The key findings indicate that international faculty perceived their integration as a beneficial longstanding two-way process of acquiring equality, developing engagement, and forming a feeling of attachment towards Japan. Meanwhile, their actual practices towards their integration appear to be diverse, which can be summarized into three broad categories, namely, preventive, occasional, and promotional. The study suggests a disjunction between international faculty’s attitudes and their actual practices towards their integration, which is influenced by the overall host environment from a macro perspective, work role from a meso perspective, and personal intention, origin of country, and previous experience in Japan from a micro perspective. Theoretical and practical implications drawn from the key findings are provided to not only better understand the integration of international faculty at Japanese universities, but also to better serve and support them in practice.

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Section: Literature Reviewmentioning

confidence: 99%

How do international faculty at Japanese universities view their integration?

Chen

2022

High Educ

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“…It is a challenging task for students from other educational and cultural backgrounds to adapt and socialize into new environments, especially in the academic community of higher education. Therefore, the support from writing service and writing development programs/workshops and feedback-rich environments (Kim, 2018) that are tailored to the specific needs of L2 graduate students would be one helpful resource to help them go smoothly through the process of L2 academic writing socialization. Such programs could be integrated into First Year Education (FYE) course or programs as a recent study (Yan & Sendall, 2016) found that FYE class in their institution helped international students to familiarize themselves with academic resources and expectations, and improving their English skills.…”

Section: Discussionmentioning

confidence: 99%

The Role of a Writing Center in Academic Writing Socialization of Second Language Graduate Students

Solmaz

2021

Acta Educationis Generalis

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Introduction: The present study aims to investigate second language graduate students’ academic writing socialization in relation to their experiences at writing center in North American higher educational context. The study documents how graduate students are socialized to use academic language in order to participate effectively within their academic communities by employing Weidman, Twale, and Stein’s (2001) framework for Graduate and Professional Student Socialization. Methods: The data is collected through semi-structured interviews with five graduate students who had experience visiting writing center to receive support for their academic writing. The data was analyzed based on the tenets of thematic analysis, which followed an iterative process. Results: It was revealed that second language graduate students’ reasons for visiting the Campus Writing Center included their educational background, field of study, and their first language(s). It was also shown that all participants expected revision on their grammatical errors as well as feedback on global areas such as idea development and organization during their visits. Furthermore, the analysis indicated that the participants gained both positive and negative experiences from the tutoring sessions, while it was found that writing center was not the only resource our participants relied on for the development of their academic writing. Discussion: There are various factors influencing and contributing to second language graduate students’ development of writing socialization within academic community. It is a challenging task for students from other educational and cultural backgrounds to adapt and socialize into new environments, especially in the academic community of higher education. Therefore, the support from writing service and writing development programs/workshops that are tailored to the specific needs of second language graduate students would be one helpful resource to help them go smoothly through the process of second language academic writing socialization. Given that second language graduate students generally benefited from a strong supervision and supportive feedback, and appreciated them as reported in the literature, it is also important to survey international students’ academic enculturation experiences periodically in terms of areas such as writing, speaking and participation in scholarly activities, faculty mentorship and offer feedback-support to overcome issues reported by students. Limitations: The number of participants and the lack of students’ academic text investigation were noted as limitations of the study. It is suggested that further research incorporates various sources of data collection such as tutor’s perspectives and the analysis of participants’ texts. Conclusions: It was concluded that writing center played an important role in academic writing socialization experiences of the participants, and there were various factors influencing and contributing to their academic writing socialization. Overall, it was concluded that the developmental processes into academic writing in second language were non-linear, dynamic, and multimodal.

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“…A further goal in crafting what Kim (2018) characterises as graduate feedback is how to transform comment-generation from communication that is predominantly one-way and instructional in intent into comments that invite reflection, interchange, and debate, and in so doing prompt higher-order learning. A way forward lies in what has been called suggestive or questioning feedback, involving comments that probe more deeply (Hounsell 2015a); seek clarification or canvass alternatives (van der Schaaf 2013); or invite exploration, expansion or improvement of an idea, as in Example Three.…”

Section: Generative Feedbackmentioning

confidence: 99%

“…Some postgraduates may initially be sceptical about their peers' capacity to make judgements of quality (see Brill 2016;Dressler et al 2019), especially where their past experiences of assessment have been overwhelmingly summative and individualistic, but one study in postgraduate engineering found more positive reactions when the peer critiquing took place less formally, in online discussion forums (Joiner et al 2020). Indeed, across the 'landscape of graduate feedback' (Kim 2018), there is undoubtedly scope for greater encouragement to students to seek feedback more informally from their peers and others, as in Example Ten.…”

Section: Example Ninementioning

confidence: 99%

Feedback in Postgraduate Online Learning: Perspectives and Practices

Hounsell

2021

Postdigital Science and Education

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Academic socialization of doctoral students through feedback networks: a qualitative understanding of the graduate feedback landscape

Cited by 27 publications

References 34 publications

How do international faculty at Japanese universities view their integration?

How do international faculty at Japanese universities view their integration?

The Role of a Writing Center in Academic Writing Socialization of Second Language Graduate Students

Feedback in Postgraduate Online Learning: Perspectives and Practices

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