The Role of Intercultural Competence in Graduate Supervisor-Supervisee Relationships and Well-Being

• In Event: 51.080 - Sheraton Roundtable Session Nine - Osgoode Ballroom
  In Roundtable Session: 51.080-1 - Considering Culture and Pedagogy

Abstract

This paper discusses the findings from a qualitative case study to understand graduate supervisor-supervisee relationship and how intercultural competencies can enable effective interactions, which contributes to their well-being. An analysis of the narratives of a graduate supervisor who is an ESL speaker and her two graduate students, namely one who is a Canadian native English speaker and the other is an international student who speaks English as a second language. The findings indicated that that there is a need to intentionally promote intercultural competence in Canadian graduate programs, in order to help foster supervisor-supervisee relationships, leading to an overall enhanced sense of well-being. Recommendations for the provision of high-quality professional learning opportunities in relation to intercultural competence are made.

Authors

• Erica Amery, University of Calgary

• Kim H. Koh, University of Calgary

• Zulay Diaz Caceres, University of Calgary

• Brit Paris, University of Calgary