The sources for the implicit misund

The sources for the implicit misunderstandings in relation to the cultural and educationaldifferences as we have extensively discussed in this study, offer insights into the work ofacademics and educators who are involved or interested in supervision of internationalresearch students. A first insight relevant for others in similar contexts, is the relevancy ofexplicitly addressing the issues of cultural and educational similarities and differences. Ourinitial tendency was not to address them out of a respect for each other’s culture, and alsoactually a fear for doing so due to a lack of knowledge and skill to make this a point ofconversation. Knowledge of and a dialogue about each other’s cultural and educationalbackground is a necessary condition for intercultural supervision. It would be recommendedto start the supervision with explicitly addressing these cultural and educational differencesand similarities.A second insight is that many of the intercultural differences are embedded in concretebehaviors, interactional patterns and expectations about supervision, which, if not perceivedin terms of intercultural differences, might lead to misunderstandings, biased judgments, anda poor quality of the supervision. For instance, supervisors might perceive certain behavioras poor academic behavior instead of part of someone’s cultural background, such as students’reluctance to express their opinion, or a hesitancy to question teacher’s knowledge,or a tendency to be guided by teachers rather than taking initiative. Being aware of thebackground of this behavior, supervisors can make their international students aware ofhow such behavior is perceived in a Western academic environment and invite them to tryto adjust themselves to this different environment.To go back to the start of this article, as for Klaas, in his role as Ph.D. supervisor of internationalstudents, he was strongly reminded of the complexity of intercultural communication,even though in advance he saw himself quite capable based on many previous experiences.His subsequent approach to supervising international students, and even Dutch students,is to be more articulate about expectations and to conceptualize them explicitly in culturaland educational terms.At the start of our collaboration we assumed that there were many differences betweenus. At the same time, these assumptions made it difficult to notice the many similarities ofwhich we gradually became aware as we discussed our misunderstandings. In internationalcollaboration, celebrating cultural differences while also perceiving them as challenges isan absolute necessity.Disclosure statementNo potential conflict of interest was reported by the authors.

結果 (繁體中文) 1:

The sources for the implicit misunderstandings in relation to the cultural and educational
differences as we have extensively discussed in this study, offer insights into the work of
academics and educators who are involved or interested in supervision of international
research students. A first insight relevant for others in similar contexts, is the relevancy of
explicitly addressing the issues of cultural and educational similarities and differences. Our
initial tendency was not to address them out of a respect for each other’s culture, and also
actually a fear for doing so due to a lack of knowledge and skill to make this a point of
conversation. Knowledge of and a dialogue about each other’s cultural and educational
background is a necessary condition for intercultural supervision. It would be recommended
to start the supervision with explicitly addressing these cultural and educational differences
and similarities.
A second insight is that many of the intercultural differences are embedded in concrete
behaviors, interactional patterns and expectations about supervision, which, if not perceived
in terms of intercultural differences, might lead to misunderstandings, biased judgments, and
a poor quality of the supervision. For instance, supervisors might perceive certain behavior
as poor academic behavior instead of part of someone’s cultural background, such as students’
reluctance to express their opinion, or a hesitancy to question teacher’s knowledge,
or a tendency to be guided by teachers rather than taking initiative. Being aware of the
background of this behavior, supervisors can make their international students aware of
how such behavior is perceived in a Western academic environment and invite them to try
to adjust themselves to this different environment.
To go back to the start of this article, as for Klaas, in his role as Ph.D. supervisor of international
students, he was strongly reminded of the complexity of intercultural communication,
even though in advance he saw himself quite capable based on many previous experiences.
His subsequent approach to supervising international students, and even Dutch students,
是約為預期更加明確，對他們在文化明確概念化
和教育方面。
在我們合作的開始，我們假設有許多不同之處
我們。與此同時，這些假設，因此很難注意到很多相似之處的
，我們討論了我們的誤解，我們逐漸意識到。在國際
合作，慶祝文化上的差異，同時感知他們作為挑戰是
絕對必要的。
披露聲明
沒有利益可能發生衝突報告由作者。

結果 (繁體中文) 2:

文化與教育方面隱含的誤解的根源
差異，因為我們已經廣泛討論了本研究，提供對工作見解
參與或有興趣監督國際
研究學生。在類似情況下，與其他人相關的第一個見解是
明確解決文化和教育的異同問題。我們
最初的趨勢是，不解決他們尊重對方的文化，也
實際上，由於缺乏知識和技能，使這一點的恐懼
談話。關於彼此文化和教育的知識與對話
背景是跨文化監督的必要條件。建議
從監管開始，明確解決這些文化和教育差異
和相似性。
第二個觀點是，許多跨文化差異都嵌入到混凝土中
行為、互動模式和對監督的期望，如果察覺到
在跨文化差異方面，可能導致誤解、偏見判斷，
監督品質差。例如，主管可能會察覺到某些行為
作為不良的學術行為，而不是某人的文化背景的一部分，如學生
不願表達自己的觀點，或猶豫質疑教師的知識，
或傾向于由教師指導，而不是採取主動。意識到
這種行為的背景，主管可以使他們的國際學生知道
這種行為在西方學術環境中是如何被感知的，並邀請他們嘗試
來適應這個不同的環境。
回到本文的開頭，至於Klaas，他作為國際博士主管
學生，他強烈提醒跨文化交流的複雜性，
即使事先，他認為自己相當有能力的基礎上，許多以前的經驗。
他後來監督國際學生，甚至荷蘭學生的方法，
是更清楚地表達的期望，並在文化中明確概念化
和教育條款。
在合作開始時，我們假設
我們。同時，這些假設使得很難注意到
當我們討論我們的誤解時，我們逐漸意識到這一點。在國際
合作，慶祝文化差異，同時也感知他們的挑戰是
絕對必要。
披露聲明
提交人沒有報告潛在的利益衝突。

結果 (繁體中文) 3:

文化教育中隱性誤解的根源
正如我們在本研究中廣泛討論的，差异為
參與或有意監督國際事務的學者和教育工作者
研究生。在相似的背景下，與他人相關的第一個洞察是
明確解决文化和教育的异同問題。我們的
最初的趨勢不是出於對彼此文化的尊重來稱呼他們，而且
實際上是因為缺乏知識和技能而害怕這樣做
談話。對彼此文化教育的瞭解和對話
背景是跨文化監督的必要條件。會被推薦
從明確處理這些文化和教育差异開始監督
以及相似之處。
第二個觀點是，許多跨文化差异都是具體的
關於監督的行為、互動模式和期望，如果沒有察覺到
就跨文化差异而言，可能會導致誤解、偏見和
監管質量差。例如，首長可能會察覺到某些行為
作為不良的學術行為而不是某個人文化背景的一部分，例如
不願意表達自己的意見，或是對教師知識的質疑猶豫不決，
或者傾向於被老師引導而不是採取主動。意識到
這種行為的背景，導師可以讓他們的留學生意識到
在西方學術環境中如何看待這種行為並邀請他們嘗試
以適應不同的環境。
回到本文的開頭，對於克拉斯來說，他是國際事務的博士生導師
學生們，他强烈地意識到跨文化交際的複雜性，
儘管事先他根據許多以前的經驗認為自己很有能力。
他後來對國際學生，甚至荷蘭學生的管理管道，
更清楚地表達期望，並在文化上明確地將其概念化
以及教育術語。
在我們合作之初，我們認為
我們。同時，這些假設使得我們很難注意到
當我們討論我們的誤解時，我們逐漸意識到了這一點。在國際上
合作，慶祝文化差异，同時也將其視為挑戰
絕對必要。
披露聲明
提交人沒有報告潜在的利益衝突。