Mobilising "double knowing" : pedagogical leadership for internationalising higher education

![CDATA[This chapter examines the suggestion that in the internationalising of the Australian higher eduction field the supervision of higher degree research (HDR) students from Asia is a matter of quality teaching and academic leadership. Four main considerations are presented in the course of developing this argument. First, based on a review of the research literature on quality (Western) supervision of international HDR students from Asia, supervision is defined as both a leadership and pedagogical practice. Second, an autobiographical approach is used to explore this proposition. Specifically, an international HDR student documents her experiences of doctoral supervision in an Australian university. The concept of "double knowing" (Singh with Shrestha, in press/2008) is used to focus on engaging quality HDR supervisory pedagogies and mobilising academic leadership. Third, evidence is drawn from reflections about research supervisory pedagogies for improving students' advanced English language proficiency, and building their prior knowledge into their theses. Further, evidence concerning the design of students' work/life trajectories focuses on guiding students to work on significant and innovative research problems widening their academic circle and preparing them to enter the transnational labour market. The fourth section explores what quality supervisory leadership and pedagogy mean for addressing the challenges of internationalising universities.]]