Thesis and Dissertation Writing in a Second Language: a handbook for Supervisors

Cross-cultural communication:
differing expectations
As Mei’s story illustrated, differing expectations of the student/supervisor
roles and different communication styles can cause the relationship to
founder. Students and supervisors will both have expectations about the
process and relationships but because many of these expectations are implicit
and based on a notion of trust there is always a risk that they will deteriorate
if the implicit expectations of one partner are not reciprocated (Kiley 1998).
Successful cross-cultural communication requires intensive negotiation and
collaboration (Adams and Cargill 2003).
Hockey (1996) argues that most supervisor–student relationships in the
British context take the form of ‘comradeship’ – based on personal trust and
characterized by a relaxed interactional style, the use of first names by both