Abstract
Background:Higher Education Institutes are experiencing a widening cultural diversity of student populations and campus communities. With expanding globalisation, growing international education initiatives and increasing incoming international postgraduate student numbers, the cultural diversity of the classroom will continue to magnify. The expanding diversity of the student population provides a fertile environment for intercultural learning and can support the development of intercultural competence if structured and facilitated appropriately. However, meeting the individual and collective needs of postgraduate students in a widening culturally diverse learning environment is not without its challenges. A greater understanding of factors that enhance and constrain quality and inclusive learning in culturally diverse classrooms is required as a means of identifying structures, supports and educational approaches needed. The purpose of this study is to describe the perceptions and experiences of students (home and international students) and faculty of learning within a culturally diverse postgraduate programme, delivered through blended learning approaches. Methods: This qualitative descriptive study explored and triangulated data from three data sets. This approach guided the exploration of experiences of faculty and students (both home and international students) in capturing detailed descriptions of perspectives and experiences of learning in culturally diverse environments.Results: Three themes were generated from the data, namely representing students (both home and international students) and faculty participants’ perspectives of learning in culturally diverse environments: early apprehension, cautious engagement and shared acceptance. Conclusions: This study highlights the multifaceted responses of teaching faculty and students to cultural diversity in the learning environment, adding new dimensions to the existing discourse on intercultural learning and development. It illuminates the individuality of participants' learning experiences and draws attention to the complexities associated with meeting individual and collective learning needs of postgraduate students who come from diverse cultural, linguistic, educational and clinical experience backgrounds. However, this study illuminates how perceptions of cultural difference can also impact on learning behaviours and cohesive learning. Creating positive intercultural inclusiveness, culturally responsive teaching and nurturing capacity to see differing perspectives, oneself and others in more inclusive ways is essential in supporting quality postgraduate student learning.
Building Intercultural Competence One “Patch” at a Time
