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Working in and with Other Cultures - some practical considerations

Working in and with Other Cultures - some practical considerations. Professor Pam Denicolo Universities of Surrey and Reading, ESRC SE DTC UKCGE EC, SRHE PIN, IEG/Vitae. Purpose of Presentation.

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Working in and with Other Cultures - some practical considerations

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  1. Working in and with Other Cultures- some practical considerations Professor Pam Denicolo Universities of Surrey and Reading, ESRC SE DTC UKCGE EC, SRHE PIN, IEG/Vitae Professor P M Denicolo

  2. Purpose of Presentation To help dispel some commonly held myths and fallacies about the doctoral process in relation to: Pedagogy Paradigms Products Personal ways of being a researcher NB 1 Everything in this applies to ALL Doc Students but the issues are likely to be exacerbated for International Students and other particularly vulnerable groups. NB 2 With international conferences, joint funding, collaborative research, researcher mobility proliferating, we all need to learn to live comfortably with national and cultural difference in the workplace. Professor P M Denicolo

  3. An Over-Arching Metaphor Misunderstanding exist about doctoral study as an extension of undergraduate or masters degree: Mainly taught but with some guided research within well known rubric of rules to produce a longer dissertation. Professor P M Denicolo

  4. A Combination of Culture Shocks Instead students are faced with the harsh reality of: A tiny taught element and emphasis on ‘autonomous learning’; A plethora of paradigms from which to choose; An unknown destination, remote from starting point, through a wealth of hidden dangers; A requirement to engage in a special way of arguing and an arcane way of writing. Professor P M Denicolo

  5. The Pedagogy Predicament Not everyone has had experience of self-directed, selected and motivated learning – leading to a range of coping strategies, not all useful; Even those who have some experience often misinterpret ‘autonomous or independent learning’ or as meaning ‘on your own and lonely’ – not realising that research requires engagement with others; Not all supervisors, Doctoral Programme Directors and course providers understand the difference between pedagogy and andragogy in practice – adding mixed messages to the confusion. (“The Pedagogy of the Oppressed” P. Freire; “The Adult Learner- a neglected species” M. Knowles) Professor P M Denicolo

  6. The Paradigm Conundrum • “I was totally thrown by the notion that there could be more than one way of doing research- one new one actually fitted what I wanted to achieve but I felt adrift in an alien world for months until I made it my own….and I will still have to convince colleagues back home that it is real research”. One International Student “I won’t need ethics – I’m only interviewing my nursing colleagues” Another International Student • The notion of different kinds of questions requiring different approaches, methods and precautions is not yet universal! (“The Structure of Scientific Revolutions” T.Kuhn) Professor P M Denicolo

  7. The Product Quandary A UK thesis is not just a bigger dissertation but an argument about topic, literature, approach and method selection with justifiable results which contribute to knowledge and have some identified kind of impact on theory, practice, society etc. In addition, the thesis is NOT the only required product. (“SET for Success” – Sir G. Roberts; Vitae – RDS/F) Professor P M Denicolo

  8. Addressing the Issues The most important first step: • Recognise that all doctoral researchers start from different points and will benefit from advance preparation ie before registration. (Ausubel) Then: • The provision of support programmes (English language, study techniques, research methods, skills) should reflect variable need in terms of timing, intensity, level. (RMP, GST) • Supervisors can help by negotiating what is needed when, and what is practicable and manageable, then helping with the development of self-assessment techniques. (PDPs, RDF) • The provision of opportunities to share customs, expectations, and ‘the way things are done round here’ can breach barriers, help understanding and can be FUN! (cf Kate Fox “Watching the English”) Professor P M Denicolo

  9. Come in – the water’s lovely! • We need these students to enjoy as well as benefit from our provision if they are to be ambassadors. • We also need to recognise that sometimes those who look and sound strange can learn to adapt to the environment better than we do! Thank you for listening. Professor P M Denicolo

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