Abstract
The Organization for Economic Co-operation and Development (OECD) estimated that the number of students studying outside their own country would be over 20 million by 2030. Chinese students have increasingly formed a large percentage of international students at universities across the English-speaking world, and the Chinese demand for transnational education is estimated to grow by 15 percent annually (CEDA, 2005). This paper reviews the literature and examines the key issues underpinning good practices in postgraduate supervision. In the context of music education, it emphasizes the importance of mentoring in postgraduate supervision supported by the perspectives of Chinese students surveyed regarding the roles and relationships between postgraduate supervisor and supervisee. The implications for research supervisors of Chinese students are discussed with recommendations for good mentoring practice in the field of music education.
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