scholarly journals Culturally Diverse Students in Higher Education: Challenges and Possibilities within Academic Literacy Practices

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Elena Tkachenko ◽  
Kari Bratland ◽  
Jorunn Store Johansen
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Culturally Diverse ◽  
Literacy Practices ◽  
Higher Education Institutions ◽  
Academic Literacy ◽  
Student Diversity ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Majority Students

With growing diversity in the population, higher education faces a new situation with increasing student diversity. In our paper, we will explore questions concerning the consequences student diversity has for higher-education institutions. Based on our experience from three different R&D projects, the differences in culture and academic literacy practices give culturally diverse students challenges that have often been ignored in academia. Some other studies also document that this group of students has a much higher risk of dropping out and underachieving than majority students (Andersen & Skaarer- Kreutz, 2007; Støren, 2009). In our paper, we are going to discuss the students’ challenges and discourse of remediation that is often associated with their challenges and suggest how higher-education institutions can adjust their practices to be more oriented to intercultural communication. Intercultural communication as a dialogic approach may create dynamics in academic tutoring and lead to mutual change/transformation instead of a one-way adaptation of existing academic literacy norms. We argue that all teachers should be aware of cultural differences in literacy practices in the education systems and strive to adjust their teaching practices to the diversity in the classroom. This approach, we believe, can contribute to a better learning environment for all students, independently of their backgrounds. 

scholarly journals Academic Literacy as a Means of Intercultural Communication and an Integral Part of Higher Education Quality

2021 ◽  
Vol 1 (2 (340)) ◽  
pp. 211-222
Author(s):  
Olena Otravenko ◽  
◽  
Svitlana Shekhavtsova ◽  
Nadiia Dovgan ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Academic Integrity ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Academic Literacy ◽  
Online Communication ◽  
Academic Community ◽  
Educational Process ◽  
Education Quality

The article considers the development of academic literacy and intercultural communication in applicants of higher education institutions. In the context of the rapid development of modern information technologies, the European context of higher education sets a demand for qualitative changes in the training of competitive specialists, aimed at the requests of employers. The objective of the article is to analyse theoretical and methodological approaches to the development of academic literacy skills in students, which is the key to education quality, competitiveness in the professional environment and the field of international scientific communications. It has been determined that in modern conditions, with the increase of the use of digital communication technologies in the educational process and their availability, the blended learning model acquires large-scale significance and can stipulate the integration of educational activities and the introduction of digital communications for the development of communication competence in applicants. The basis of academic literacy is comprised of the following skills: operation of diverse languages, understanding of differences between these languages, and comprehension of the languages. Feedback allows students to realize and adjust their activity in accordance with the optimal activity strategy in an artificially created environment. Based on the communicative interaction, students and teachers discuss creative projects, use digital tools and web services to design multimedia electronic educational resources of Moodle system (an educational university portal). In order to improve professional training effectiveness of applicants and the quality of the higher education system, the educational environment should create a new academic community with academic literacy, academic integrity, and, in quarantine conditions, pay great attention to effective online communication. To do this, higher education institutions need to create a system of comprehensive development of academic literacy, academic integrity at all stages of education. That requires activation of discussion on these issues in foreign publications with an impact factor, professional periodicals, at scientific conferences, forums, seminars, webinars and trainings.

Cultural Beliefs and Instructional Intentions: Do Experiences in Teacher Education Institutions Matter?

2017 ◽  
Vol 55 (3) ◽  
pp. 419-452 ◽  
Author(s):  
Revathy Kumar ◽  
Fani Lauermann
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Instructional Practices ◽  
Culturally Diverse ◽  
Cultural Beliefs ◽  
Equation Modeling ◽  
Student Diversity ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
And Performance

This cross-sectional study examines associations between preservice teachers’ experiences in teacher education ( n = 2,129), their beliefs about culturally diverse students, and their endorsed instructional practices within social reconstructionist and achievement goal theory frameworks. Structural equation modeling confirmed significant associations between experiences in teacher education and discomfort with student diversity, endorsement of mastery- and performance-oriented practices, and reluctance to adjust instruction to culturally diverse student needs. The number of multicultural education courses completed negatively predicted preservice teachers’ stereotype beliefs and positively predicted mastery orientation. Reluctance to accommodate to culturally diverse students’ educational needs mediated relations between stereotype beliefs and discomfort with student diversity with mastery- and performance-oriented practices. This demonstrates that general stereotype beliefs can inform proximal cultural intentions and instructional practices.

Educating future managers for a culturally diverse workspace: Using course as a living laboratory

2021 ◽  
pp. 30-41
Author(s):  
Darko Pantelic ◽  
Peter Brandstaetter ◽  
Emilia Florin Samuelsson
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Culturally Diverse ◽  
Course Design ◽  
Higher Education Institutions ◽  
International Assignments ◽  
Self Reflection ◽  
Multicultural Environment ◽  
Intercultural Encounters ◽  
Intercultural Interactions

Society is increasingly becoming multicultural, with more pressure to improve the quality of intercultural interactions. Higher education institutions are experiencing internationalization through increased mobility of students and faculty, which creates the need to manage diversity with the imperative of smoothing communication, reducing stress and making studying and working in a multicultural environment more efficient. Employers also dictate a need to educate culturally competent professionals, who are capable of succeeding in a globalized environment characterized by increased workforce mobility and international assignments. Intercultural competences discourse has a long track with researchers and practitioners, without any agreement on its definition or measurement, but with a clear message that cultural diversity will not result in increased intercultural competences. In this paper, intercultural competences are viewed as a transversal learning outcome, considering the increasing internationalization of higher education institutions. The research is qualitative in nature, based on the analysis of course evaluations and an open-ended survey. This study used a purposeful sample of current and former students who have been exposed to a diverse intercultural environment while studying at an international business school in Sweden. Based on the findings, a course design is suggested where exposure to cultural diversity is guided and facilitated by bringing students to collaborate in an assignment-driven context, with a culturally diverse group composition. Lecture-based components of the course are balanced with the addition of a component of self-reflection assignment, providing both culturally specific and general knowledge, thus contributing to the ability to extrapolate the experience on future intercultural encounters.

scholarly journals Multicultural Education: Teachers Perceptions And Preparation

2005 ◽  
Vol 2 (5) ◽  
Author(s):  
Sunita Sharma
Keyword(s):  
Multicultural Education ◽  
Culturally Diverse ◽  
Correlation Coefficients ◽  
Professional Preparation ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Teachers Perceptions ◽  
Quantitative And Qualitative Research ◽  
K 12

In this study, the researcher has explored and described K-12 school teachers’ perceptions of multicultural education and their professional preparation to teach culturally diverse students in a Northwest Florida school district. This was a descriptive study, combining quantitative and qualitative research methods. A proportionate stratified random sample of 150 K-12 teachers was used for the survey and a case study of 15 teachers for the interviews. Correlation coefficients and ANOVA results determined overall significantly low correlations between teachers’ demographics and their perceptions. Previous research and the findings from this study indicate a need for effective preparation in multicultural education for teachers of culturally diverse students.

scholarly journals Assessment of Socio-culturally Diverse Students: Problems in Special Educational Theory and Implications for Practice

2021 ◽  
Author(s):  
Judith K. Bernhard
Keyword(s):  
Culturally Diverse ◽  
Educational Theory ◽  
Diverse Students ◽  
Culturally Diverse Students

Assessment of Socio-culturally Diverse Students: Problems in Special Educational Theory and Implications for Practice

Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?

2017 ◽  
Vol 119 (1) ◽  
pp. 1-32 ◽  
Author(s):  
Tyrone C. Howard ◽  
Andrea C. Rodriguez-Minkoff
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Culturally Diverse ◽  
Culturally Relevant ◽  
Diverse Students ◽  
Professional Literature ◽  
Culturally Diverse Students ◽  
Background Context ◽  
Relevant Pedagogy

Background/Context In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. Purpose/Focus The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and make recommendations on how the concept may inform and influence the outcomes of culturally diverse students.

Business Graduate Market Value

2014 ◽  
pp. 191-206
Author(s):  
Diana Bank
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Emerging Markets ◽  
Intercultural Communication ◽  
Higher Education Institutions ◽  
Market Value ◽  
Educational Opportunities ◽  
Highly Qualified ◽  
Working World

This chapter discusses the purpose and role of higher education institutions in the creation of highly qualified human resources for the globalized 21st century. As technology and societies change and evolve, universities must adapt and modify their offerings to students who need to be more marketable in an ever more competitive marketplace. As economic conditions have propelled emerging economies as the main engines of growth for the next decades, it is imperative the higher education institutions in the form of business schools, both in developed and emerging markets, create the necessary background and educational opportunities for young students entering the working world. These will include skills in intercultural communication and strategy, as well as new and different ways of negotiating between countries and among companies.

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