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Abstract

As the world becomes more globally interconnected, international partnerships, including those within higher education, have increased. In an exemplar of these international partnerships from an academic standpoint, selected doctoral students and faculty from Australian, Chinese, and Canadian universities participated in an International Doctoral Research Seminar held in China in December 2015. The objective of this seminar was to have academic debate regarding educational reform. A critical by-product of this seminar was the meaning made by the participants from this experience. This paper reviews the critical polyethnographic reflections of the Canadian participants for three salient and influential topics including the role of culture, power dynamics, and organizational systems, all in relation to this international academic partnership experience. These reflections have ramifications for future programs specifically for enhancing the international development of doctoral students under the broader umbrella of international academic partnerships.

Keywords

Polyethnography, Reflective Practice, International Seminar, Doctoral Education, Experiential Learning

Author Bio(s)

Lisa Fedoruk is a 3rd year doctoral candidate in Adult Learning. Her dissertation topic delves into an educator’s exploration of international teaching experiences and their influence on professional praxis and personal evolvement. Correspondence regarding this article can be addressed directly to:lisa.fedoruk@ucalgary.ca.

Jon Woodend is a 3rd year doctoral candidate in Counselling Psychology looking at the university to work experiences of international students. Jon is also interested in the adjustment needs of international student partners, and the international career transitions of skilled immigrant workers. Correspondence regarding this article can also be addressed directly to: jdwooden@ucalgary.ca.

Dr. Janet Groen is an Associate Professor in Adult Learning. She is interested in adult learning processes, drawing in particular from transformative learning and spirituality and learning theoretical frameworks. Contexts for her research in adult learning have included the workplace, post-secondary institutions, learning on the margins of society and most recently environmental education. Correspondence regarding this article can also be addressed directly to: jgroen@ucalgary.ca.

Dr. Avis Beek holds an Ed.D. in Curriculum and Learning. Her research employs integral theory to explore interpretations of international mindedness in International Baccalaureate (IB) Diploma students. Correspondence regarding this article can also be addressed directly to: abeek@isp.cz.

Dr. Sylvie Roy is the Chair of Language and Literacy Educational Studies and works in the field of sociolinguistics, bilingual education and teaching and learning a second or additional language. Using a discourse analysis framework, she looks at how linguistic ideologies are influencing how, why and for what purposes people use languages in their local contexts. Correspondence regarding this article can also be addressed directly to: syroy@ucalgary.ca.

Dr. Xueqin Wu studies adult beginning learners' engagement in learning Chinese (Mandarin) as an additional language. Her other research interests include ESL education, language policy and international education. Correspondence regarding this article can also be addressed directly to: xuwu@ucalgary.ca.

Dr. Xiang Li studies the inter-subjectivity of cultures and values projected on Chinese students living in North America. Correspondence regarding this article can also be addressed directly to: li11@ucalgary.ca.

Publication Date

5-31-2018

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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