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Volume 5, Issue 2 (JUNE ISSUE 2024)
johepal 2024, 5(2): 103-109 |
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Sakurai Y, Cheng W, Saruta S. (2024). Navigating Doctoral Students’ Dual-Track Academic Socialisation in Japan. johepal. 5(2), 103-109. doi:10.61186/johepal.5.2.103
URL: http://johepal.com/article-1-746-en.html
URL: http://johepal.com/article-1-746-en.html
Abstract: (540 Views)
- Doctoral students learn the skills, attitudes, and knowledge necessary for success in their professional scholarly community.
- In the academic socialisation process within an internationalising academia, doctoral students in Japan are encouraged to integrate into both local and international scholarly communities, which seem mutually disconnected to them.
- Two doctoral students and their supervisor engaged in collaborative dialogue to elicit relevant narratives concerning doctoral ‘dual-track’ academic socialisation processes in Japan.
- This article illustrates why the students found this dual-track socialisation challenging and the advisor's dilemma in socialising the students in an international community in the Japanese context.
Keywords: Doctoral Students, Doctoral Supervisor, Academic Socialisation, Japan, International Scholarly Community
Type of Study: Research |
Subject:
Special
Received: 2024/03/6 | Accepted: 2024/06/18 | Published: 2024/06/30
Received: 2024/03/6 | Accepted: 2024/06/18 | Published: 2024/06/30
References
1. Johnson, C. M., Ward, K. A., & Gardner, S. K. (2017). Doctoral student socialization. In J. C. Shin, & P. Teixeira (Eds.), Encyclopedia of international higher education systems and institutions (pp. 1-4). Springer. [DOI]
2. Véliz, D. (2020). The socialization of international doctoral students in the USA. In J. C. Weidman, & L. DeAngelo (Eds.), Socialization in higher education and the early career: Theory, research and application (pp. 149-160). Springer. [DOI]
3. Yao, C. W., & Vital, L. M. (2016). “I don’t think I’m prepared”: Perceptions of U.S. higher education doctoral students on international research preparation. Journal for the Study of Postsecondary and Tertiary Education, 1, 197-214. [Article]
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