LEADER 03694nam 22005775 450 001 9911031572703321 005 20251001130547.0 010 $a981-9507-80-4 024 7 $a10.1007/978-981-95-0780-1 035 $a(CKB)41520700900041 035 $a(MiAaPQ)EBC32323425 035 $a(Au-PeEL)EBL32323425 035 $a(DE-He213)978-981-95-0780-1 035 $a(OCoLC)1543220882 035 $a(EXLCZ)9941520700900041 100 $a20251001d2025 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFeedback Dialogues in Intercultural Doctoral Supervision $eThe Becoming of Students? Voices Through Feedback Engagement /$fby Linlin Xu 205 $a1st ed. 2025. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2025. 215 $a1 online resource (242 pages) 225 1 $aEducation Series 311 08$a981-9507-79-0 327 $aPreface -- Chapter 1: Introduction -- Chapter 2: Feedback on postgraduate writing -- Chapter 3: Intercultural doctoral supervision -- Chapter 4: Feedback from the theoretical lens of dialogism -- Chapter 5: Feedback provision and application -- Chapter 6: Feedback engagement: Self-reasoning -- Chapter 7: Feedback engagement: Multi-layered dialogues with voices -- Chapter 8: A longitudinal case study: Developmental trajectories of transformative voices within and beyond feedback engagement -- Chapter 9: Summary, implications and recommendations. 330 $aThis book provides an in-depth understanding of doctoral students? feedback engagement, an essential component of feedback dialogues co-constructed with their supervisors in intercultural supervision. Drawing on Bakhtin?s theory of dialogism, this mixed-methods study explores, from cognitive, affective, behavioural and socio-cultural perspectives, the perceptions and experiences of Chinese international doctoral students? engagement with their non-Chinese supervisors? written feedback. In particular, it investigates how students engage in both external and internal feedback dialogues, and through which they (re)construct their academic voices as emerging scholars. This book adds to our knowledge of the complex nature of feedback engagement in intercultural doctoral supervision. It offers valuable implications for supervisors, mentors, academic advisors, and academic writing teachers in terms of fostering collaborative, enabling, emancipatory, and culturally reflexive relationships with doctoral students. It also illustrates the tensions and contradictions that doctoral students, especially international doctoral students, may encounter in their studies, making overt the underlying reasons for the tensions and showcasing how their counterparts navigate these tensions. These insights help supervisors and doctoral students reflect on their perceptions and practices, and how to make such tensions productive. . 410 0$aEducation Series 606 $aEducation, Higher 606 $aForeign study 606 $aStudy skills 606 $aHigher Education 606 $aStudying Abroad 606 $aStudy and Learning Skills 615 0$aEducation, Higher. 615 0$aForeign study. 615 0$aStudy skills. 615 14$aHigher Education. 615 24$aStudying Abroad. 615 24$aStudy and Learning Skills. 676 $a378 700 $aXu$b Linlin$01850323 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911031572703321 996 $aFeedback Dialogues in Intercultural Doctoral Supervision$94443327 997 $aUNINA