Adelaide Graduate Centre publications

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Browsing Adelaide Graduate Centre publications by Author "Cargill, M."

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    Knowing that the other knows: using experience and reflection to enhance communication in cross-cultural postgraduate supervisory relationships
    (HERDSA, 2003) Adams, K.; Cargill, M.; Higher Education Research and Development Society of Australasia Conference (26th : 2003 : Christchurch, NZ); Bond, C.; Bright, P.
    International postgraduate research students and their supervisors sail into an unknown future when they embark on their supervisory relationships. Difficulties may arise when their beliefs and expectations about the relationship are not complementary. Differences may derive from expectations based on past learning experiences, understandings about the rights and responsibilities of the parties involved, and beliefs about appropriate communicative behaviours and politeness strategies. Communication may be further hampered by either party's lack of awareness of his or her own communicative behaviour and how it influences the responses of the other person. As a result, without ways to enhance communication and clarify issues, international students and their supervisors can spend a good deal of time and energy miscommunicating, especially early in the relationship. Occasionally these difficulties become entrenched and may threaten the student's candidature. This paper describes a workshop for commencing international postgraduate research students and their supervisors that aims to address these concerns. Structured around a pyramid discussion format, the workshop engages participants in a process of critiquing viewpoints and negotiating consensus in a cross-cultural environment. Participants also reflect on their own communicative behaviours as well as those of others. The workshop encourages students and supervisors to consider the way they ... [more]communicate their points of view in group settings and how this is relevant to their interactions in supervisory meetings. Observation and participant feedback indicate that students and supervisors gain valuable insights into the way they communicate with each other, and that the shared experience of the workshop process - knowing that the other knows - provides a supportive background for future communication
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    Learning discipline-specific research English for a world stage: A self-access concordancing tool?
    (HERDSA, 2005) Cargill, M.; Adams, R.; Higher Education Research and Development Society of Australasia Conference (28th : 2005 : Sydney, Australia); Brew, A.; Asmar, C.
    Researchers and postgraduate research students who use English as an additional language (EAL) often struggle to gain command of the highly discipline-specifi c English they need to write independently for successful publication in the international literature. A self-access languagelearning tool that takes advantage of their existing facility with research processes and provides access to specifi c language elements they need to learn would be of benefi t. A potential has been recognised in the literature on computer-aided language learning, but not widely taken up to date, for using Concordancing software for such a purpose. Concordancers allow a selected set of texts (corpus) to be searched for systematic evidence of how particular language items are used. Th is showcase session demonstrates a concordancing program that is simple and functional enough for novices to use on their own, and the steps in constructing a corpus from published journal articles. We also discuss outcomes of our initial trials of the package with EAL research students in the fi elds of applied linguistics and agricultural sciences. Session participants at the conference will be invited to formulate their own questions about English usage for on-the-spot investigation using the concordancer.
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    Lessons for onshore ESL from offshore scientific writing workshops
    (Australian Council of T E S O L Associations (A C T A), 2002) Cargill, M.
    This paper aims to draw out the implications for teaching practice in Australia of evaluative findings from three workshops, delivered offshore but designed in Australia, to help Vietnamese and Chinese scientists develop skills for publishing their work in the international scientific literature, which is dominated by English-language journals. All used an integrated, task-based approach which has proved highly successful in Australia. Issues raised included: to what extent can participants’ needs be predicted in advance from a distance? how do the goals of employing or facilitating institutions intersect or conflict with the needs and goals of participants and presenters? and, what is the relationship of these issues to a range of onshore ESL contexts? An earlier version of this paper was published in Cadman, K. (Ed.) 2002. Learners from Diverse Cultures: Advancing Australia’s Potential. Proceedings of the ACTA/ESLE National Conference, Adelaide, SA. It is published here with permission of the Editor.
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    Revisiting quality for international research education: towards an engagement model
    (Australian Universities Quality Agency, 2005) Cargill, M.; Cadman, K.; Australian Universities Quality Forum (2005 : Sydney, N.S.W.); Carroll, M.
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    Teaching English as a foreign language in China: Reflections on the relevance of identity issues
    (Australian Council of T E S O L Associations (A C T A), 2006) Cargill, M.
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    Transferable skills within research degrees: a collaborative genre-based approach to developing publication skills and its implications for research education
    (Carfax Publishing Ltd, 2004) Cargill, M.
    Recognition is increasing that Ph.D. graduates require transferable skills for employment within or outside academia, and professional written communication skills form an important subset which contributes to many other skill categories. Writing journal articles for publication is a key task within candidatures and research workplaces, so intrinsic motivation for developing the required skills is high in both contexts. This paper describes a publication skills workshop approach based on research findings from genre analysis and methodologies current within the English for Specific Purposes area of Applied Linguistics. Quantitative evaluation of workshops presented in research workplaces in China and Australia, and in university departments, highlights participants' positive responses to the approach. Qualitative data analysis indicates that the workshop features participants valued most highly related to its genre-based, collaborative and hands-on nature. Implications are drawn for the effective development of desirable graduate attributes within research education programmes.