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Advice-giving roles and strategies in selected faculty member-graduate student advising

In mentoring graduate students, it is hard to deny the ubiquity of graduate student advising. Faculty members, who are usually engaged in advising to tease out problems and suggest solutions, could often times be faced with negative attributions concerning faculty members’ competence, as well as...

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Main Authors: Mohd Muzhafar Idrus,, Nor Fariza Mohd Nor,, Ruzy Suliza Hashim,, Raihanah Mohd Mydin,
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2018
Online Access:http://journalarticle.ukm.my/13781/1/25423-76350-1-PB.pdf
http://journalarticle.ukm.my/13781/
http://ejournal.ukm.my/gema/issue/view/1087
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spelling my-ukm.journal.137812019-12-09T23:26:16Z http://journalarticle.ukm.my/13781/ Advice-giving roles and strategies in selected faculty member-graduate student advising Mohd Muzhafar Idrus, Nor Fariza Mohd Nor, Ruzy Suliza Hashim, Raihanah Mohd Mydin, In mentoring graduate students, it is hard to deny the ubiquity of graduate student advising. Faculty members, who are usually engaged in advising to tease out problems and suggest solutions, could often times be faced with negative attributions concerning faculty members’ competence, as well as receive unaligned responses rather than collaborative understanding of issues or recommendations. While previous studies on advising may have focused on specific, intricate, discourse particles and microscopic perspectives on advising, studies on advice giving exchanges that depart from these dimensions are insufficient. To fill in this lacuna, this paper proposes to explore strategies and participation roles in which faculty members assume in selected doctoral dissertation advising. Through discourse analysis, specifically focusing on discourse and situational identities grounded in identities-ininteraction (Zimmerman, 1998), the study illuminates some of the many advising roles and advising strategies that are revealed as legitimate, aligning doctoral student learning experience. In particular, advising roles and advising strategies, as illustrated in this study, link social and institutional context by proposing some of the many trajectories of how both faculty members and graduate students understand the relevance of advising exchanges. By focusing on these exchanges, the paper will also contribute to the growing body of literature on a range of different factors that may constitute advising in terms of content and manner in which advising takes place. Penerbit Universiti Kebangsaan Malaysia 2018-05 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/13781/1/25423-76350-1-PB.pdf Mohd Muzhafar Idrus, and Nor Fariza Mohd Nor, and Ruzy Suliza Hashim, and Raihanah Mohd Mydin, (2018) Advice-giving roles and strategies in selected faculty member-graduate student advising. GEMA: Online Journal of Language Studies, 18 (2). pp. 217-234. ISSN 1675-8021 http://ejournal.ukm.my/gema/issue/view/1087
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description In mentoring graduate students, it is hard to deny the ubiquity of graduate student advising. Faculty members, who are usually engaged in advising to tease out problems and suggest solutions, could often times be faced with negative attributions concerning faculty members’ competence, as well as receive unaligned responses rather than collaborative understanding of issues or recommendations. While previous studies on advising may have focused on specific, intricate, discourse particles and microscopic perspectives on advising, studies on advice giving exchanges that depart from these dimensions are insufficient. To fill in this lacuna, this paper proposes to explore strategies and participation roles in which faculty members assume in selected doctoral dissertation advising. Through discourse analysis, specifically focusing on discourse and situational identities grounded in identities-ininteraction (Zimmerman, 1998), the study illuminates some of the many advising roles and advising strategies that are revealed as legitimate, aligning doctoral student learning experience. In particular, advising roles and advising strategies, as illustrated in this study, link social and institutional context by proposing some of the many trajectories of how both faculty members and graduate students understand the relevance of advising exchanges. By focusing on these exchanges, the paper will also contribute to the growing body of literature on a range of different factors that may constitute advising in terms of content and manner in which advising takes place.
format Article
author Mohd Muzhafar Idrus,
Nor Fariza Mohd Nor,
Ruzy Suliza Hashim,
Raihanah Mohd Mydin,
spellingShingle Mohd Muzhafar Idrus,
Nor Fariza Mohd Nor,
Ruzy Suliza Hashim,
Raihanah Mohd Mydin,
Advice-giving roles and strategies in selected faculty member-graduate student advising
author_facet Mohd Muzhafar Idrus,
Nor Fariza Mohd Nor,
Ruzy Suliza Hashim,
Raihanah Mohd Mydin,
author_sort Mohd Muzhafar Idrus,
title Advice-giving roles and strategies in selected faculty member-graduate student advising
title_short Advice-giving roles and strategies in selected faculty member-graduate student advising
title_full Advice-giving roles and strategies in selected faculty member-graduate student advising
title_fullStr Advice-giving roles and strategies in selected faculty member-graduate student advising
title_full_unstemmed Advice-giving roles and strategies in selected faculty member-graduate student advising
title_sort advice-giving roles and strategies in selected faculty member-graduate student advising
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2018
url http://journalarticle.ukm.my/13781/1/25423-76350-1-PB.pdf
http://journalarticle.ukm.my/13781/
http://ejournal.ukm.my/gema/issue/view/1087
_version_ 1654961129439363072
score 13.211869

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