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This paper investigates, through cross-cultural pedagogy and qualitative interviews, how scholarship and learning views differ and converge across Western and Confucian-heritage systems, using Australia, the UK, China, and Hong Kong as cases. Findings emphasise the need for genuine intercultural dialogue so international doctoral education becomes mutual learning rather than one-way legitimisation of Western knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-u-s-t-r-a-l-i-a-n-u-n-i-v-e-r-s-i-t-i-e-s-r-e-v-i-e-w-internationalisation-of-doctoral-education-possibilities-for-new-knowledge-and-understandings/595498/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-u-s-t-r-a-l-i-a-n-u-n-i-v-e-r-s-i-t-i-e-s-r-e-v-i-e-w-internationalisation-of-doctoral-education-possibilities-for-new-knowledge-and-understandings/595498.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What change has occurred in Anglophone doctoral education over the past decade?","Question",{"text":112,"@type":113},"Doctoral cohorts in Australia and the UK have grown rapidly due to increased numbers of international students, bringing different academic cultures and intellectual traditions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the paper say about current internationalisation approaches?",{"text":117,"@type":113},"Responses are often characterised as one-way learning, where students are expected to conform to Western notions of scholarship and learning.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper propose international doctoral education should evolve?",{"text":121,"@type":113},"It argues for genuine intercultural dialogue so international education becomes an enterprise of mutual learning and knowledge generation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595498,1792167984,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nInternationalisation of doctoral education  \nPossibilities for new knowledge and understandings  \nJanette Ryan  \nUniversity of Oxford, England  \nThe past decade has seen a rapid increase in the number of international students undertaking doctorates in Anglophone universities such as Australia and the UK. In 2009, 11,500 international students were undertaking postgraduate research in Australia, with a 20 per cent increase in doctoral enrolments over the previous year (AEI, 2011). In the UK, international students comprise 50 per cent of full-time research degree students (UKCISA, 2011) . The postgraduate research student cohort in these countries has thus radically changed as these students have brought with them different academic cultures and intellectual traditions.  \nAlthough distinct phases can be identified in the responses of Australian and British universities to increases in international students, with the current phase aligned to internationalisation agendas, there still appears to be a lack of recognition of the potential to take advantage of these global flows of people, ideas and perspectives by engaging with the knowledge and academic values that international doctoral students bring. Are we taking advantage of these opportunities for the generation of new knowledge and skills or do we risk being complacent about the superiority of ‘Western’ academic ways?  \nUsing theories of cross-cultural pedagogy, this paper reports on a qualitative study of views of scholarship and learning in Western and Confucian-heritage higher education, using Australia and the UK, and China and Hong Kong as case studies. Interviews with expert scholars in these contexts demonstrate that although there are differences and similarities towards knowledge and scholarship between these higher education systems, these are changing as contemporary teaching and learning conditions and imperatives become more closely tied to discourses of internationalisation and globalisation. This demonstrates recognition of the changes occurring in higher education and an understanding of the need for genuine intercultural dialogue so that international education is not just based on the legitimisation of Western knowledge but becomes an enterprise of mutual learning.  \nIntroduction  \nRadical shifts have occurred in doctoral student cohortsin Anglophone universities in the past decade due to significant increases in the number of international students, most notably in Australia and the UK. International students comprise 21 per cent of students in Australia (AEI, 2010a) and 15 per cent in the UK (UKCISA, 2011) .  \nThey comprise significant proportions of postgraduate vol. 54, no. 1, 2012  \nprogrammes in both countries and can be the majority in many courses with Chinese students being the largest single national group in both Australia and the UK. The numbers of Chinese doctoral students in both countries has steadily risen yet the supervision of Chinese doctoral students has received little attention (Chung & Ingleby, 2011; Singh, 2009) .  \nMost Anglophone universities espouse‘internationalisation’ as part of their mission as well as the development Internationalisation of doctoral education, Janette Ryan 55  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nof intercultural skills amongst their graduates, yet moves towards the internationalisation of teaching and learning have been modest, particularly at postgraduate level (Singh, 2009). It is therefore timely that not only the vision of internationalisation needs to be articulated, but also how new knowledge and skills can arise from truly internationalised learning. The doctoral relationship providesan ideal vehicle for the exchange of cultural intellectual ideas and the development of new epistemologies.These spaces enable deep conversation and debate and exploration of alternative paradigms to generate new knowledge and fashion ne","cbCaib9dvT0J55a0","https://ap.wps.com/l/cbCaib9dvT0J55a0","pdf",161547,"English","# Introduction\n## International education flows\n## One-way learning versus intercultural dialogue\n## Research aim and qualitative approach","[{\"question\":\"What change has occurred in Anglophone doctoral education over the past decade?\",\"answer\":\"Doctoral cohorts in Australia and the UK have grown rapidly due to increased numbers of international students, bringing different academic cultures and intellectual traditions.\"},{\"question\":\"What does the paper say about current internationalisation approaches?\",\"answer\":\"Responses are often characterised as one-way learning, where students are expected to conform to Western notions of scholarship and learning.\"},{\"question\":\"How does the paper propose international doctoral education should evolve?\",\"answer\":\"It argues for genuine intercultural dialogue so international education becomes an enterprise of mutual learning and knowledge generation.\"}]","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W - Internationalisation of doctoral education - Possibilities for new knowledge and understandings | PDF",1792081266,23]