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Journal of Higher Education Policy and Management, 27, 311–325. An investigation into PhD supervisory management styles: Development of a dynamic conceptual model and its managerial implications. International Journal of Teaching and Learning in Higher Education, 31(1), 86–95. Students’ Academic Self-Efficacy in International Master’s Degree Programs in Finnish Universities. The Experiences of International Students with Dissertation Study: Business Education. Research in Science & Technological Education, 36(4), 499–520.įan, Y. Unpacking challenges of data commentary writing in master’s thesis projects: An insider perspective from chemical engineering. English for Specific Purposes, 17(4), 369–390.Įriksson, A., & Nordrum, L. Non-native graduate students’ thesis/dissertation writing in science: Self-reports by students and their advisors from two US institutions. Understanding the up, back, and forward-component in master’s thesis supervision with adaptivity. Amsterdam and Philadelphia: John Benjamins.ĭe Kleijn, R.
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Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp. Researching whole people and whole lives. Successful Qualitative Research: A practical Guide for Beginners. Journal of Second Language Writing, 43, 57–62.Ĭlarke, V., & Braun, V. Performing expertise in doctoral dissertations: Thoughts on a fundamental dilemma facing doctoral students and their supervisors.
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Journal of Further and Higher Education, 31(3), 239–248.Ĭasanave, C. A consideration of the challenges involved in supervising international masters students. The Social Turn in Second Language Acquisition. Productive writing: Becoming a prolific academic writer. From this qualitative study, practical recommendations for developing the effectiveness (quality) of master’s thesis supervision in EMI universities are made.īadenhorst, C. All participants also articulated certain effective strategies to confront the diverse challenges associated with constructing a new identity for themselves as researchers, time management, and ‘imposter syndrome’. Two participants, however, favoured a laissez-faire supervisory style where the supervisor orchestrated their supervisees’ learning efforts implicitly by giving them room to work independently. The result was a clash of expectations, miscommunication and confusion between supervisors and supervisees in some cases, especially since most supervisors come from English-speaking countries. The qualitative data collected from a written narrative and three subsequent semi-structured interviews revealed that almost all the participants had a clear preference for a directive supervision style, whereby supervisors give stage-by-stage guidance. This paper reports on the challenges and strategic learning efforts of eight Kazakhstani students while working on their master’s thesis projects in a Kazakhstani EMI university. However, research on students’ experiences of writing them in English in non-English speaking contexts is scarce. With the growth of English medium instruction (EMI) on a global level, the number of multilingual students writing their master’s theses in English is increasing.