Practicing Dialogic Pedagogy to Support Alignment of Student-Supervisor Expectations Irina Baydarova Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Swinburne University of Technology June 2021 Abstract Postgraduate research supervision is a widely discussed topic among scholars and government practitioners. Current research indicates postgraduate research supervision presents many challenges in both national and international contexts. In particular, a misalignment of student-supervisor expectations has been cited as a major contributor to low completion on time rates and high attrition rates. These studies have been undertaken in developed countries such as Australia, England, and the United States of America, leaving developing countries' experiences unexplored. This study explores student-supervisor expectations regarding their respective roles and responsibilities in postgraduate research supervision in Malaysia. Using an interpretivist approach to research design, fifteen HDR students and twelve supervisors from various universities around Malaysia were recruited using snowball sampling for the first phase of data collection. During semi-structured interviews, participants were asked to discuss their understandings of their roles and responsibilities, and the roles and responsibilities of their counterparts in the student-supervisor relationship. Personal and professional relationships were explored, including sources of student-supervisor conflicts. Results of a thematic analysis have identified areas where HDR students and supervisors have similarities and differences in their views. They had particularly diverse views on those expectations that are not regulated by institutional policies, and which were reliant on implicit, rather than explicit expectations of roles and responsibilities. Using the patterns that emerged in the results, a hierarchical model has been proposed to group and differentiate the topics about which there is agreement or disagreement between students and their supervisors. Following the first round of data analysis, the same data was further analysed through the lens of Dialogic Pedagogy to identify the potential reasons for misaligned expectations. While there were no pre-determined questions, three influencing aspects were identified through this lens: power and hierarchy influence, student-supervisor dialogue, and institutional support. Both sides have suggested a strong impact of identified patterns on their ability to align and negotiate mutual expectations. 1 Observation of the difficulties participants faced in presenting some of the more personal aspects of their supervision experiences highlighted a gap in the data collected. To fill this gap, I explored my supervisory relationships, focusing on less discussed areas of expectations. I present this second phase of data collection as a co-constructed narrative of a research student and two supervisors. This narrative makes visible the emotional aspects that researchers have gone through during the student’s candidature, difficulties in aligning mutual expectations, and overcoming them. Combining both phases of data analysis is used to extend understandings of HDR student- supervisor expectations. The interpretations participants presented highlight emerging misalignments, some of which have been identified in existing literature, but some new misalignments have been identified. The research results demonstrated a need to develop a practice that could help both sides explicitly negotiate and align their mutual expectations. Therefore, a third phase of the research was initiated. I proposed a ‘Dialogic practice to negotiate student-supervisor expectations’ based on findings from phase one and phase two and a theoretical base of dialogic pedagogy as proposed by Paulo Freire. Using action research method, this practice was given to student-supervisor dyads to try in their supervisory relationships. Their experiences were presented as a narrative, suggesting opportunities and challenges of applying dialogic practice within Malaysia's postgraduate research supervision. The results presented in this research can be used to enhance university policies and guidelines in postgraduate research supervision, particularly in less regulated areas of expectations. It suggests that dialogic practice is a practical approach which allows participants explicitly state, align and negotiate expectation within student-supervisor dyad. 2 Acknowledgements The submission of this thesis represents the conclusion of a great deal of effort and support by many people. I want to start by showing my appreciation for the central role of Heidi Collins. While being my Co-supervisor, Heidi was the person who offered me a chance to become a researcher and walked together with me throughout these years to completion. Heidi has become not only a valued mentor to me but also my friend. I want to thank her for the continuous guidance, personal support, and motivation that she has offered me. Heidi’s effort to help me to grow professionally and personally is greatly appreciated. I am also grateful for the advice and encouragement provided by Deirdre Barron, my Co- supervisor, who is based in Swinburne University of Technology’s Melbourne campus. While she has become a part of the team only during my last year of PhD, she has brought significant input in developing this thesis and my formation as an independent researcher. Thank you, Deirdre! I am thankful to Professor Lee Miin Huui, who kindly accepted the role of Main Supervisor at a late stage in the process and quickly stepped in to provide full support and personal motivation during the completion stage. I would also like to mention the School of Research at Swinburne Sarawak to offer a full fee waiver to complete my PhD, all the required facilities, and a comfortable environment to perform research smoothly. Thanks to Jane Teo and Dayang Salwa for their administrative guidance. My appreciation also goes to my peers from different faculties for their motivation, support, and pleasant teamwork during our Postgraduate Research Society involvement at Swinburne Sarawak. I am also thankful to all participants who have become a part of this research to give up their time and share their experiences with me. Their passion, courage, and willingness to contribute their personal stories with me is what developed this thesis. 3 Lastly, I would like to thank my family. My father, Sergey, and my mom, Larisa, who have not only given me a chance to come to study in Malaysia but have provided continuous encouragement and support throughout these years. My spouse, Marwan, has been by my side, encouraging and motivating me not to give up and walk towards my dream of completing PhD and becoming an academic. Irina Baydarova Kuching, Sarawak MALAYSIA 4 Student Declaration I hereby declare that this thesis contains no material which has been accepted for the award of any other degree or diploma at any university or equivalent institution. I also declare that to the best of my knowledge and belief, this thesis contains no material previously published or written by another person, except where due reference is made in the text. Irina Baydarova Kuching, Sarawak MALAYSIA 5 Table of Contents ABSTRACT .................................................................................................................................................. 1 ACKNOWLEDGEMENTS............................................................................................................................... 3 STUDENT DECLARATION ............................................................................................................................. 5 TABLE OF CONTENTS .................................................................................................................................. 6 LIST OF FIGURES ....................................................................................................................................... 12 LIST OF TABLES ........................................................................................................................................ 12 CHAPTER 1. INTRODUCTION ..................................................................................................................... 13 1.1 THE IMPORTANCE OF STUDYING STUDENT-SUPERVISOR EXPECTATIONS ..................................................................... 13 1.2 NEOLIBERAL IDEOLOGY IN HIGHER EDUCATION ..................................................................................................... 15 1.3 EMERGING CHANGES IN MALAYSIAN HIGHER EDUCATION ....................................................................................... 17 1.4 SUPERVISORY RELATIONSHIPS: AGREEMENT OF EXPECTATIONS ................................................................................ 18 1.5 THESIS OVERVIEW ........................................................................................................................................... 19 CHAPTER 2. LITERATURE REVIEW .............................................................................................................. 24 2.1 INTRODUCTION ............................................................................................................................................... 24 2.2 DEFINITION OF SUPERVISION ............................................................................................................................. 25 2.3