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

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dc.contributor.affiliationsUniversiti Sains Islam Malaysia (USIM)
dc.contributor.affiliationsUniversiti Kebangsaan Malaysia (UKM)
dc.contributor.authorMohd Muzhafar Idrusen_US
dc.contributor.authorMohd Nor N.F.en_US
dc.contributor.authorHashim R.S.en_US
dc.contributor.authorMohd Mydin R.en_US
dc.date.accessioned2024-05-28T08:30:57Z
dc.date.available2024-05-28T08:30:57Z
dc.date.issued2018
dc.description.abstractIn 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.en_US
dc.description.natureFinalen_US
dc.identifier.doi10.17576/gema-2018-1802-15
dc.identifier.epage234
dc.identifier.issn16758021
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85047938628
dc.identifier.spage217
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85047938628&doi=10.17576%2fgema-2018-1802-15&partnerID=40&md5=e01829913297d0bf7ae590386d5c1b6f
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/8967
dc.identifier.volume18
dc.languageEnglish
dc.language.isoen_USen_US
dc.publisherUniversiti Kebangsaan Malaysia Pressen_US
dc.relation.ispartofOpen Accessen_US
dc.relation.ispartofGEMA Online Journal of Language Studies
dc.sourceScopus
dc.subjectAdvice-givingen_US
dc.subjectAdvisingen_US
dc.subjectDiscourse analysisen_US
dc.subjectRolesen_US
dc.subjectStrategiesen_US
dc.titleAdvice-giving roles and strategies in selected faculty member-graduate student advisingen_US
dc.title.alternativeGEMA Online J. Lang. Stud.en_US
dc.typeArticleen_US
dspace.entity.typePublication

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