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dc.contributor.authorShamim, S.
dc.contributor.authorWoodman, K.
dc.contributor.authorTrevelyan, J.
dc.contributor.authorTaji, A.
dc.contributor.authorNarayanaswamy, Ramesh
dc.contributor.authorSilva, P.
dc.contributor.authorYarlagadda, P.
dc.contributor.editorLlewellyn Mann
dc.contributor.editorScott Daniel
dc.date.accessioned2017-01-30T13:20:53Z
dc.date.available2017-01-30T13:20:53Z
dc.date.created2013-03-18T20:00:55Z
dc.date.issued2012
dc.identifier.citationShamim, Samani and Woodman, Karen and Trevelyan, James and Taji, Acram and Narayanaswamy, Ramesh and Silva, Pujitha and Yarlagadda, Prasad. 2012. Higher Degree Research at Australian Universities: Responding to Diversity in Engineering and Information Technology, in Proceedings of The 23rd Annual Conference of the Australasian Association for Engineering Education, Dec 3-5 2012, pp. 866-874. Melbourne, Vic.: Swinburne University of Technology.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/30670
dc.description.abstract

Background: There is increasing enrolment of international students in the Engineering and Information Technology disciplines and anecdotal evidence of a need for additional understanding and support for these students and their supervisors due to differences both in academic and social cultures. While there is a growing literature on supervisory styles and guidelines on effective supervision, there is little on discipline-specific, cross-cultural supervision responding to the growing diversity. In this paper, we report findings from a study of Engineering and Information technology Higher Degree Research (HDR) students and supervision in three Australian universities. Purpose: The aim was to assess perceptions of students and supervisors of factors influencing success that are particular to international or culturally and linguistically diverse (cald) HDR students in Engineering and Information technology. Design/Method: Online survey and qualitative data was collected from international and cald HDR students and supervisors at the three universities. Bayesian network analysis, inferential statistics, and qualitative analysis provided the main findings.Results: Survey results indicate that both students and supervisors are positive about their experiences, and do not see language or culture as particularly problematic. The survey results also reveal strong consistency between the perceptions of students and supervisors on most factors influencing success. Qualitative analysis of critical supervision incidents has provided rich data that could help improve support services. Conclusion: In contrast with anecdotal evidence, HDR completion data from the three universities reveal that international students, on average, complete in shorter time periods than domestic students. The analysis suggests that success is linked to a complex set of factors involving the student, supervision, the institution and broader community.

dc.publisherThe Engineering & Science Education Research (ESER) group, Faculty of Engineering & Industrial Sciences, Swinburne University of Technology, Melbourne, Australia
dc.subjectInformation Technology
dc.subjectEngineering
dc.subjectHigher Degree Research
dc.subjectsupervision
dc.titleHigher Degree Research at Australian Universities: Responding to Diversity in Engineering and Information Technology
dc.typeConference Paper
dcterms.source.startPage866
dcterms.source.endPage874
dcterms.source.titleProceedings of the 2012 AAEE Conference
dcterms.source.seriesProceedings of the 2012 AAEE Conference
dcterms.source.isbn9780987177230
dcterms.source.conference23rd Annual Conference of the Australasian Association for Engineering Education
dcterms.source.conference-start-dateDec 3 2012
dcterms.source.conferencelocationAustralia
dcterms.source.placeAustralia
curtin.department
curtin.accessStatusOpen access


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