전문대학원 통번역학 박사과정생 연구 능력과 논문 지도에 대한 교수자 면접조사
Doctoral Supervisors’ Views on Translation Studies Doctoral Research Competence and Supervision: An Interview-Based Study
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The topics of doctoral training and doctoral supervision have been under-researched in translation studies (TS). In order to fill the gap in the literature, this paper sought to examine doctoral supervisors’ experiences and their perspectives on improving doctoral research competence in TS. We interviewed eight academics who have supervised TS doctoral students at the graduate programs at Ewha Womans University and Hankuk University of Foreign Studies. The data analysis indicates that the common challenges they experienced in doctoral supervision were supervising students who lacked preparation for and commitment to PhD research. They also mentioned their own difficulties with supervising students working on diverse, often interdisciplinary, research topics that did not coincide with their own research areas. They generally agreed that the principal role of supervisors should be to guide students from a macro perspective and to provide emotional support and encouragement. As for research competence required in doctoral translation studies, the doctoral supervisors valued critical thinking the most and stressed the importance of reading before anything else and practicing academic writing. We have analyzed the interviewees’ views on research competence with those of doctoral students and discussed the implications for doctoral training and supervision in TS.
Abstract
The topics of doctoral training and doctoral supervision have been under-researched in translation studies (TS). In order to fill the gap in the literature, this paper sought to examine doctoral supervisors’ experiences and their perspectives on improving doctoral research competence in TS. We interviewed eight academics who have supervised TS doctoral students at the graduate programs at Ewha Womans University and Hankuk University of Foreign Studies. The data analysis indicates that the common challenges they experienced in doctoral supervision were supervising students who lacked preparation for and commitment to PhD research. They also mentioned their own difficulties with supervising students working on diverse, often interdisciplinary, research topics that did not coincide with their own research areas. They generally agreed that the principal role of supervisors should be to guide students from a macro perspective and to provide emotional support and encouragement. As for research competence required in doctoral translation studies, the doctoral supervisors valued critical thinking the most and stressed the importance of reading before anything else and practicing academic writing. We have analyzed the interviewees’ views on research competence with those of doctoral students and discussed the implications for doctoral training and supervision in TS.
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