Collaborative Transnational Doctoral Education: Insights from a Philippines-Australia Partnership

Autor/inn/en	Bendrups, Dan; Candelaria, Anne Lan K.; Hogan, Trevor
Titel	Collaborative Transnational Doctoral Education: Insights from a Philippines-Australia Partnership
Quelle	In: Innovations in Education and Teaching International, 58 (2021) 6, S.682-692 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bendrups, Dan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2021.1991833
Schlagwörter	Foreign Countries; Institutional Cooperation; International Cooperation; Doctoral Programs; Doctoral Students; Partnerships in Education; Interpersonal Relationship; Well Being; Student Research; Cultural Differences; Interaction; Computer Mediated Communication; COVID-19; Pandemics; Geographic Location; Supervision; Supervisors; Philippines; Australia + Suchen Sie Ihr Suchwort? Ausland; Institute; Co-operation; Cooperation; Institut; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Hochschulpartnerschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Well-being; Wellness; Wohlbefinden; Studentenforschung; Kultureller Unterschied; Interaktion; Computerkonferenz; Philippinen; Australien
Abstract	This paper describes the experiences of doctoral candidates involved in the first year of a transnational research training partnership between Australia and the Philippines. It aims to ascertain how the partnership model of the programme has been perceived by doctoral candidates, and to understand its associated benefits and challenges. Semi-structured interviews were undertaken with the six candidates enrolled in the programme, revealing five key themes: the importance of place, of planned face-to-face interactions, of diversity in research cultures, managing distance communications, and the impact of the COVID-19 pandemic. The consideration of these themes led to two key conclusions. First, in the online context, interpersonal relationships with and between supervisors and programme administrators provided a trusted reference point that became part of the candidates' sense of belonging. Second, that the treatment of the candidates as a cohort was crucial to their wellbeing and progress in the first year of candidature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01