ABSTRACT
The impact of globalisation and widening access to postgraduate education has increased the flow of international, local culturally diverse and indigenous students enrolling in postgraduate research higher-degree programs (Grant & McKinley, 2011; Nerad & Heggelund, 2008). Trends in mobile scholarship have also increased, with academic staff becoming more likely to move between countries and universities. As a result, significantly more academics and students now engage in postgraduate supervision across cultural boundaries. Therefore, postgraduate supervision has become a significant form of intercultural communication and pedagogy. Supervisors and students working together across cultural boundaries are engaged in complex, challenging and rewarding examples of intercultural communication about research.
