Article

The impact of student experiences with diversity on developing graduate attributes

Taylor & Francis on behalf of the Society for Research into Higher Education
Studies In Higher Education
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Abstract

While the emerging body of international research suggests that students’ experiences with diversity impact positively on student learning and their preparation for entering a diverse workforce and society, no similar research is available in relation to students in Australian universities. Many of these outcomes, such as problem‐solving, ability to work with others, and appreciation of and respect for diversity, are attributes that most – if not all – Australian universities value and work hard to instil in their graduates. This study explored whether student experiences with diversity impact on the development of selected graduate attributes and whether this relationship differs between international and local students at one Group of Eight (Go8) university. The findings demonstrate that student experiences with diversity positively impact on problem‐solving, ability to work with others, and appreciation of and respect for diversity. The magnitude of these relationships, however, differs between international and local students.

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... Learners from various cultural, linguistic, and ethnic origins are able to communicate with one another and learn from one another in the context of online learning environments, which afford these unique opportunities (Gudykunst, 2005). Research has demonstrated that students' critical thinking, creative thinking, and ability to solve problems may all improve when they are exposed to a culturally diverse online classroom environment (Denson & Zhang, 2010). In addition, being exposed to a wide variety of viewpoints and experiences may help foster empathy, global awareness, and cultural fluency (Banks, 2008). ...
... Enhanced Capabilities in Critical Thinking: Students are encouraged to assess and evaluate material from a variety of viewpoints when they are exposed to online learning settings that are culturally diverse. This helps students develop their ability to think critically (Denson & Zhang, 2010). Students who are given the opportunity to hear and consider arguments from a range of perspectives are better able to recognize and challenge their own preconceived notions and prejudices, as well as formulate arguments that are well-supported by evidence. ...
... Capacity for Enhanced Creativity as well as Problem-Solving: According to research conducted on the topic, varied groups are more likely to create new ideas and solutions than are groups with a similar composition. Students from a variety of cultural backgrounds are able to work together and offer their own unique viewpoints and methods to problem-solving in online learning settings, which can result in outputs that are more creative and successful (Denson & Zhang, 2010). ...
Chapter
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After the pandemic, Online teaching and learning have been adopted by many educational institutions in the Middle East region. In Saudi Arabia, Online learning now has become not only an option but the core of the 2030 Crown Prince Mohammed Bin Salman’s project for the advancement of digital education. At the Arab Open University (AOU), teaching takes place both in a blended mode, synchronously and asynchronously. This study aims at answering the question of whether the online instructional design and pedagogy at the Arab Open University takes into account the students’ race, gender, country of origin, and language knowing that the students registered are from different nationalities. To answer the latter, a case study is conducted at the Arab Open University, Riyadh Branch, targeting solely the Online taught courses as one is interested in studying the specificities of the virtual space. The objective of this study is to explore how cultural diversity manifests itself in a virtual environment and to what extent it is fostered by tutors. In this study, a dichotomous students’ questionnaire and an open-ended teachers’ questionnaire as well as an analysis of the materials and course content used to teach The Past and Present Course (AA100B course Code) are going to be utilized to collect data. At the end of the chapter, one concludes with potential challenges of cultural diversity and its inclusion in an asynchronous mode of learning and teaching, providing vital recommendations for tutors on how to enrich and build a culturally diverse space during the lectures.
... Despite this, IGW has received relatively little attention in engineering education research (the most-cited studies on IGW have focused on business studies). IGW research in general has often used the distinction between 'home' and 'international' students in order to highlight these groups' differences in IGW settings (Denson and Zhang 2010;Kimmel and Volet 2012;Montgomery 2009;Moore and Hampton 2015;Peacock and Harrison 2009;Strauss, U, and Young 2011). A closer examination of students' individual experiences of IGW, adopting a culture-as construct approach, can shed new light on the variety of dynamics that lie behind the 'home' and 'international' identity labels. ...
... One key advantage of IGW is the skills and cognitive benefits that students with diverse backgrounds bring (Poort, Jansen, and Hofman 2018) which can be helpful in problem solving (Denson and Zhang 2010). Another key advantage is that of developing as a global citizen including learning about and respecting diversity and getting an international outlook (Denson and Zhang 2010;Montgomery 2009;Poort, Jansen, and Hofman 2018). ...
... One key advantage of IGW is the skills and cognitive benefits that students with diverse backgrounds bring (Poort, Jansen, and Hofman 2018) which can be helpful in problem solving (Denson and Zhang 2010). Another key advantage is that of developing as a global citizen including learning about and respecting diversity and getting an international outlook (Denson and Zhang 2010;Montgomery 2009;Poort, Jansen, and Hofman 2018). Some students also pointed out IGW as enjoyable and valuable to them, particularly in preparation for their future working lives (Montgomery 2009; Peacock and Harrison 2009;Poort, Jansen, and Hofman 2018). ...
Article
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Intercultural group work (IGW), where students from different nationalities work together, is one important way to develop intercultural competence, a key skill for engineering students. This longitudinal, qualitative study of five master’s engineering students follows their individual experiences in IGW and the affordances and challenges this way of working provides. In particular, the study problematises the use of the terms ‘home’ and ‘international’, often used to differentiate student experiences in IGW, by highlighting the range of student backgrounds and experiences which can be encompassed within them. The results show that the students’ self-positioning in their group and their sense of belonging to it are affected by a range of factors including previous experience, the nature of the group work and personal aspects such as openness and adaptability. In addition, belonging to the group can be a transient process influenced in part by critical incidents during the group work process.
... Andre studier, der undersøger betydningen af diversitet blandt elever og studerende (Denessen, Driessen og Bakker, 2010;Denson og Zhang, 2010) finder positive effekter på fx laering for studerende, der er en del af et mere mangfoldigt faellesskab (Cook og Fletcher, 2018). Flere studier finder dog, at dette afhaenger af, om eleverne indgår i aktiviteter, hvor diversiteten i gruppen bliver italesat (Chang et al., 2006;Denson og Zhang, 2010) Uagtet om man fokuserer på offentligt ansatte eller elever, findes forskellige teoretiske forklaringer på diversitetens betydning for gruppers evner til at inkludere og praestere (Ding og Riccucci, 2022;Mor Barak et al., 2016;Veli Korkmaz et al., 2022). ...
... Andre studier, der undersøger betydningen af diversitet blandt elever og studerende (Denessen, Driessen og Bakker, 2010;Denson og Zhang, 2010) finder positive effekter på fx laering for studerende, der er en del af et mere mangfoldigt faellesskab (Cook og Fletcher, 2018). Flere studier finder dog, at dette afhaenger af, om eleverne indgår i aktiviteter, hvor diversiteten i gruppen bliver italesat (Chang et al., 2006;Denson og Zhang, 2010) Uagtet om man fokuserer på offentligt ansatte eller elever, findes forskellige teoretiske forklaringer på diversitetens betydning for gruppers evner til at inkludere og praestere (Ding og Riccucci, 2022;Mor Barak et al., 2016;Veli Korkmaz et al., 2022). Når det handler om evnen til at inkludere, er det saerligt relevant at tage udgangspunkt i teorier om social identitet, og jeg fokuserer her på to centrale teorier -social categorization (Phillips og O'Reilly, 1998;Tajfel og Turner, 1986) og optimal distinctiveness (Brewer, 1991) -som begge bygger på idéen om, at mennesker spejler sig i hinanden, men repraesenterer forskellige perspektiver på, hvordan individet forholder sig til sin egen sociale identitet. ...
Article
Det danske samfund bliver mere mangfoldigt, hvilket kan udfordre sammenhængskraften. Derfor er det relevant at undersøge sammenhængen mellem diversitet og oplevelsen af en inkluderende kultur i den offentlige sektor. Baseret på data fra elever og lærere på 104 danske gymnasier undersøger artiklen sammenhængen mellem etnisk diversitet og oplevelsen af en inkluderende kultur, samt hvilken rolle inkluderende ledelse spiller herfor. Resultaterne indikerer en negativ sammenhæng mellem elevernes etniske diversitet og deres oplevelse af en inkluderende kultur blandt eleverne, men en positiv sammenhæng med lærernes oplevelse af en inkluderende kultur blandt lærerne. Lærernes og elevernes oplevelse af inkluderende kultur er ikke relateret til hinanden. Højere niveauer af inkluderende ledelse styrker denne sammenhæng for lærerne. Artiklen anbefaler yderligere undersøgelser med stærkere forskningsdesigns og mere sikre data.
... The university campus environment, including the physical spaces, social interactions, and academic resources, plays a key role in shaping student experiences. A growing body of research highlights the benefits of culturally diverse universities in enhancing educational experiences, improving learning outcomes, and preparing students for multicultural workplaces and societies [10]. Structured opportunities to engage with diversity on campus are linked to better intergroup attitudes and civic engagement [11]. ...
... The study also supports the previous student engagement frameworks which postulate that the institutional environment plays an important role in the sociocultural engagement of students [7][8][9]. To enhance the sociocultural engagement of students, the university should provide students with opportunities to develop their social life and to practice social integration as they learn and grow [10]. A supportive campus environment facilitates diversity in student connections, promotes social involvement and well-being, and provides assistance with non-academic activities. ...
Article
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Background Sociocultural competence is essential for health professions education (HPE) students. However, the relationships between university campus environment, sense of belonging, and sociocultural engagement of HPE students remain unclear. We hypothesized that a university environment promoting students’ participation in social activities enhances their sociocultural engagement, which is mediated through the students’ sense of belonging, ultimately increasing their satisfaction with university experience. Methods The study included undergraduate HPE students (n = 638) at Gulf Medical University. We used a validated questionnaire for measuring sociocultural engagement of students (13 items). In addition, we used scales for measuring the supportive campus environment (8 items), quality of student relationships (4 items), students’ sense of belonging (5 items), and student satisfaction with university experience (one item). We examined the relationships between the study variables using path analysis. Results The campus environment had direct significant effects on the two dimensions of sociocultural engagement: sociocultural interactions and sociocultural adaptation (β = 0.18 and 0.24, P < .001, respectively). Similarly, the quality of student relationships had direct significant effects on sociocultural interactions and sociocultural adaptation (β = 0.29 and 0.26, P < .001, respectively). In addition, a supportive campus environment and student relationships had direct significant effects on the students’ sense of belonging (β = 0.41 and 0.35, P < .001, respectively). Furthermore, the sense of belonging directly affected student’s satisfaction with the university experience (β = 0.50, P < .001), and indirectly mediated the relationship between the supportive campus environment, student relationships, and student satisfaction (β = 0.33 and 0.26, P < .001, respectively). However, there was no direct significant effect of either supportive campus environment, student relationships, or sociocultural engagement of students on their satisfaction with university experience. Conclusions A supportive campus environment and positive student relationships significantly affected sociocultural engagement and sense of belonging among HPE students. Moreover, the sense of belonging serves as a partial mediator, linking the campus environment and the quality of student relationships to overall satisfaction with the university experience. While student satisfaction is primarily driven by the sense of belonging, sociocultural engagement did not have a significant direct impact on student satisfaction with university experience.
... Group work as a sound educational strategy has been given considerable attention in the education literature in recent decades (Johnson & Johnson, 2009). Group work benefits students in a number of ways, including through the enhancement of the learning experience (Chang, 2006;Denson & Zhang, 2010), exposure to new ideas and values (Levin, 2005), development of key graduate employability skills (Denson & Zhang, 2010), facilitation of international students' academic and social adjustments (Wang, 2012), and diversification of social networks within large classrooms (Rienties, Heliot, et al., 2013;Rienties et al., 2014). ...
... Group work as a sound educational strategy has been given considerable attention in the education literature in recent decades (Johnson & Johnson, 2009). Group work benefits students in a number of ways, including through the enhancement of the learning experience (Chang, 2006;Denson & Zhang, 2010), exposure to new ideas and values (Levin, 2005), development of key graduate employability skills (Denson & Zhang, 2010), facilitation of international students' academic and social adjustments (Wang, 2012), and diversification of social networks within large classrooms (Rienties, Heliot, et al., 2013;Rienties et al., 2014). ...
Article
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As more universities internationalize, interest in engagement between international and domestic students has increased. University initiatives to bring students together often adopt a deficit approach dependent on international students’ “adjustment” to the host culture, overlooking the need for adjustment to be a two-way exchange and the role of the institution in this process. Focusing on educational group work as a salient site of cross-national interaction, this study draws on focus group data to explore how institutional habitus, or unwritten rules, are enacted at a large U.S. university. Findings indicated that domestic students were better socialized to understand the habitus of the institution and thus tend to take charge in group work. In contrast, international students were seen as linguistically and academically deficient and are relegated to passive roles in a group. Important implications for practitioners and scholars of U.S. higher education are discussed.
... Working and learning in cross-cultural groups can have both benefits and obstacles. With regard to the advantages, we mention the enhancement of students' learning experiences [20][21][22][23][24][25] and the provision of opportunities to encounter new ideas and values [26]. Though not always, these trans-cultural groups work effectively. ...
... After the first learning session in groups, only the cross-cultural group was significantly more involved in the discussions, teamwork, and learning activities, in general. This finding is in line with previous studies on the advantages of cross-cultural groups [20][21][22][23][24][25][26]. The students from all groups felt from the beginning that they could express their thoughts, feelings, and ideas freely. ...
Article
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This research was conducted as a collaborative project between the West University of Timișoara (Romania) and the Norwegian University of Science and Technology (Norway) to develop a transnational learning activity. The students learned in virtual collaborative study groups; developed project-based teams; shared experiences, skills, and professional competencies; and collaborated directly with their teachers, the researchers, and the labor force. Three virtual learning groups of undergraduate students (N = 131), presenting comparable course descriptors and disciplinary group compositions, participated in the study. This study aimed to determine the effects of disciplinary composition on virtual learning group process dynamics from the students’ perspectives. This study applied a quasi-experimental between-subjects study design: quantitative methods were used to validate a research instrument and to determine statistical differences in the group process dynamic between the three groups; a qualitative method was applied to identify an in-depth understanding of the students’ perception about the group learning experience. By analyzing the group dynamics in the three settings—mono-disciplinary, cross-disciplinary, and cross-cultural—the research results show the advantages of each virtual learning composition in the group dynamic and learning outcomes in terms of group skill acquisitions. The conclusions can help teachers design virtual team compositions, a crucial stage in ensuring the achievement of desired learning outcomes.
... Several scholars have investigated the relationship between the internationalisation of the student community and students' global citizenship (see e.g., Denson and Zhang, 2010;Lilley, Barker and Harris, 2015;Harrison and Peacock, 2013). However, most of these studies focused on countries in the Global North such as the United Kingdom, the United States, and other Western developed countries. ...
... Schapper and Mayson (2004) concur that a student who lives and studies in an internationalised student community learns a great deal about different cultures and tolerance. Denson and Zhang's (2010) survey of 5,464 graduate students in Australia concluded that interaction with diverse cultures in various activities on campus promoted appreciation of, and respect for, diversity. The authors thus recommended that higher education institutions play a more active role in fostering inter-cultural interaction amongst students from all backgrounds. ...
Article
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This article examines the effect of internationalising the student community on graduate students' demonstrated commitment to global citizenship at a university in Uganda. It arose from a sequential explanatory survey study. Quantitative and qualitative data were gathered from a sample of 180 graduate students, with the former analysed employing descriptive and inferential statistics, while the latter were analysed using thematic content analysis. The quantitative results revealed that an internationalised student community has a statistically significant positive effect on graduate stu-dents' demonstrated global competence, but not on their demonstrated commitment to social responsibility. The qualitative findings produced similar results. They revealed that the presence of international students on campus coupled with graduate students' participation in international activities such as conferences and inter-cultural activities promoted their commitment to global citizenship. These findings are in line with those of previous studies. We thus recommend that universities in Uganda and other developing countries in the Global South further internationalise their graduate student community as a strategy to promote their commitment to global citizenship.
... Several scholars have investigated the relationship between the internationalisation of the student community and students' global citizenship (see e.g., Denson and Zhang, 2010;Lilley, Barker and Harris, 2015;Harrison and Peacock, 2013). However, most of these studies focused on countries in the Global North such as the United Kingdom, the United States, and other Western developed countries. ...
... Schapper and Mayson (2004) concur that a student who lives and studies in an internationalised student community learns a great deal about different cultures and tolerance. Denson and Zhang's (2010) survey of 5,464 graduate students in Australia concluded that interaction with diverse cultures in various activities on campus promoted appreciation of, and respect for, diversity. The authors thus recommended that higher education institutions play a more active role in fostering inter-cultural interaction amongst students from all backgrounds. ...
Article
Full-text available
This article examines the effect of internationalising the student community on graduate students’ demonstrated commitment to global citizenship at a university in Uganda. It arose from a sequential explanatory survey study. Quantitative and qualitative data were gathered from a sample of 180 graduate students, with the former analysed employing descriptive and inferential statistics, while the latter were analysed using thematic content analysis. The quantitative results revealed that an internationalised studentcommunity has a statistically significant positive effect on graduate students’ demonstrated global competence, but not on their demonstrated commitment to social responsibility. The qualitative findings produced similar results. They revealed that the presence of international students on campus coupled with graduate students’ participation in international activities such as conferences and inter-cultural activities promoted their commitment to global citizenship. These findings are in line with those of previous studies. We thus recommend that universities in Uganda and other developing countries in the Global South further internationalise their graduate student community as a strategy to promote their commitment to global citizenship. Key words: internationalisation, global citizenship, globalisation, higher education, student community
... However, as with the components of the framework, measuring lifelong learning and skills for a multiracial democracy will also require developmental and structural considerations. First, research on life-long learning finds positive relationships between diversity and cognitive skills, critical thinking, open-mindedness, and willingness to question values and beliefs (Antonio et al., 2004;Chang et al., 2006;Denson & Zhang, 2010;Gurin et al., 2002;Hurtado, 2005;Nelson Laird et al., 2005;Pascarella et al., 2001). Measures of antecedents for lifelong learning may vary, however, across stages of cognitive development (Brant, 2020). ...
... Second, research on dispositions related to citizenship in a multiracial society, have a relationship between diversity and civic engagement, political activism, leadership and teamwork, positive intergroup attitudes, and having a pluralistic orientation (Bowman, 2011;Denson & Zhang, 2010;Engberg & Hurtado, 2011;Hurtado & DeAngelo, 2012). These measures, both conceptually and practically, would require DIEHL AND TUNZI -9 of 17 adaptation. ...
Article
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Several decades of interdisciplinary research have demonstrated the benefits of racially and ethnically integrated K12 schools. However, there is still much we do not know about what happens inside diverse schools that lead to these outcomes. In this article, we argue that the study of diversity in higher education, with its greater focus on internal institutional dynamics and a broader range of outcomes, can help K12 researchers fill in these gaps. However, the framework for studying diversity in higher education cannot be applied to K12 schools without first accounting for developmental and structural differences across students and sectors. To that end, this article summarizes the main components of the framework for studying diversity in the higher education literature—compositional, interactional, and organizational diversity—as well as the broad range of outcomes including not only academic achievement but also skills for lifelong learning and dispositions for citizenship in a multiracial democracy, and suggests how they can be adapted for K12 research. We argue that with this comprehensive but adapted framework, research on K12 education can inform practice and policy by providing more insight into the underlying mechanisms of school diversity and its consequences.
... Much less work is done on student engagement and the social outcomes of higher education. Among the few and notable exceptions is the work by Nida Denson on diversity-related student engagement, such as her study of the impact of student engagement with diversity on the development of graduate attributes (Denson & Zhang 2010). ...
... This study's venture into rather unchartered territory has been path-breaking and yet the findings presented in this chapter are not altogether surprising. It is well established that active learning, collaborative learning, and frequent staff-student interaction are beneficial to student retention and success (Tinto 2014) and to critical and creative thinking (Winchester-Seeto et al. 2012); that student experiences with diversity and a diversity-respecting institutional culture have a positive effect on diversity skills and other graduate attributes (Denson & Zhang 2010); and that social skills, an appreciation of social justice and good citizenship are enhanced through engagement with public affairs, global perspectives and diverse others (Schoeman 2006;Winchester-Seeto et al. 2012). Overall, it is largely accepted that university policies and practices make a difference in civic education and that characteristics of the student experience (such as a campus culture where public debate is encouraged; pedagogies of active and collaborative learning; and students' social and political engagement on campus) are beneficial to civic education (Plantan 2004). ...
Book
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"This volume brings together excellent scholarship and innovative policy discussion to demonstrate the essential role of higher education in the development of Africa and of the world at large. Based on deep knowledge of the university system in several African countries, this book will reshape the debate on development in the global information economy for years to come. It should be mandatory reading for academics, policy-makers and concerned citizens, in Africa and elsewhere." - Manuel Castells, Professor Emeritus, University of California at Berkeley
... One obvious way to involve both groups of students is mixed culture group work, which is thought to enhance student learning and create intercultural experiences (Denson & Zhang, 2010;Lavy, 2016). Evidence shows that international students who study on a programme that offers group discussion/work tend to report more positive experiences of the university's diversity (Glass, 2012). ...
... Similar results have been reported by a number of studies: students may think negatively about intercultural group work, especially when the assignment is of high stakes (Carroll & Li, 2008), which can cause anxiety (Summers & Volet, 2008). Allport's (1954) 'contact theory' can help to explain why group work may be negatively perceived by students; it proposes that under certain conditions, active, positive and purposeful interactions with people from different cultures can reduce intergroup prejudice and anxiety, therefore enhancing mutual understanding and tolerance (Denson & Zhang, 2010). Students' attitudes demonstrated the challenges to achieving one of the main purposes of internationalising HE through the curriculum, and that is to prepare students to function in an international and intercultural context in the future (Knight, 2004). ...
Article
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Culturally mixed group work has become a common mode of assessment in higher education to encourage students from different cultural and linguistic backgrounds to learn from and work with each other. This article aims to address whether culturally mixed group work can contribute to students’ intercultural competence (IC) development. The Multicultural Personality Questionnaire was used to measure students’ IC development over time, while three waves of interviews investigated students’ attitudes on culturally mixed group work. Findings suggest that both staff and students think culturally mixed group work can be beneficial and is an effective way to develop IC and increase intercultural awareness. However, students perceived it as both rewarding and challenging. Findings showed that without staff guidance, mixed group activities can cause a long-term negative effect on students’ open-mindedness. This result points to a need to reconsider how mixed-culture group work can be utilized effectively in class.
... In the initial stages of integrating an entrepreneurial paradigm, HEIs must exert significant effort to establish novel mechanisms and structures that institutionalize progressively over time and have significant effects on issues related to values, norms, and power within the organization (Scott, 2008). Examples include redefining academic tasks, establishing new rules and roles, formalizing collaborative arrangements, updating curricula to educate an increasingly diverse and globalized society and labor market (Cascavilla et al., 2022;Denson & Zhang, 2010;Minola et al., 2016;Silveyra-León et al., 2023), and creating centralized interface capabilities, such as technology transfer or university spin-off offices (Etzkowitz et al., 2000;Klofsten et al., 2019). Therefore, universities are facing a shifting institutional paradigm to become more entrepreneurial (Bronstein & Reihlen, 2014), which requires the establishment of specific organizational structures (Leih & Teece, 2016). ...
Article
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This article presents a case study of the Cooperative University of Mondragon to explore the intricate processes through which higher education institutions (HEIs) adopt an entrepreneurial university (EU) framework across their three core missions: teaching, research, and community outreach. Using a qualitative research design, this study examines the organizational strategies that Mondragon University’s engineering faculty (MGEP) employs to embrace entrepreneurial behaviors (EBs), specifically by building on its peculiar cooperative governance model. The findings shed light on how MGEP, as a prominent example, leverages a long-term vision that centers its decision-making processes on entrepreneurship and the management tools and governance elements that favor collective participation and intrinsic motivation. This research advances our understanding of the evolving landscape of higher education and its entrepreneurial drift in the following ways: (1) by addressing the need for further exploration of governance in EUs; (2) by complementing existing studies on the role of university leadership in the adoption of EBs; and (3) by identifying strategies to overcome inherent barriers within large organizations that impede universities from being entrepreneurial. Overall, this study offers practical implications for the adoption of EBs in HEIs.
... Internationalisation involves integrating international and intercultural dimensions into teaching, curriculum, research, and service, yielding institutional and strategic benefits. According to Denson and Zhang (2010), note that it increases students' awareness of global issues and cultural diversity. Kolm et al. (2022) suggests that international curriculum collaboration promotes knowledge sharing, thereby improving teaching and learning quality. ...
Article
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This paper aims to investigate Indonesia’s aspiring World Class University, challenges and opportunities when conducting public diplomacy. By analysing the network environment of public diplomacy, this study seeks to shed light on the dynamics and intricacies of diplomatic engagement between Indonesian WCUs and national/international stakeholders. A qualitative methodology was employed, utilizing in-depth semi-structured interviews with 12 informants who hold leadership positions at their respective universities. The data collected from these interviews were rigorously analysed using source triangulation techniques. Complementing this qualitative approach, the study also undertakes a detailed examination of the demographic characteristics and responses from a survey administered to 120 international students across Universitas Indonesia (UI), Universitas Gadjah Mada (UGM), and Institut Teknologi Bandung (ITB) from July to October 2022. The study unveiled that knowledge transfer activities exert a substantial influence on all World Class University (WCU) Times Higher Education (THE) indicators, including Industry Income, Teaching, Research, Citations, and International Outlook. It also revealed a significant gender disparity among international students, with males predominating. Furthermore, the survey highlighted UGM as the most frequent choice among international students, indicating institutional preferences and potential areas for strategic internationalisation efforts. The findings suggest that universities should enhance their academic exchange and partnerships, to improve their global rankings and appeal to international students. Institutions need to address gender disparities in their international student populations by implementing targeted recruitment strategies. Lastly, universities less chosen by international students could analyse UGM’s practices to adopt effective strategies for attracting a more diverse international student body.
... In addition, the study has direct implication on testing the impact of institutional strategies designed to improve the sociocultural engagement and student satisfaction with HPE program experience. The university must play an important role in providing students with the opportunity to develop their social life and to practice social integration as they learn and grow [28]. Students should utilize their sociocultural communication skills to actively participate in professional and social activities, thereby addressing the power dynamics that arise during these engagements. ...
Article
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Background Sociocultural engagement of students refers to broadening viewpoints and providing awareness of, and respect for, diverse backgrounds and perspectives. However, there are no existing validated instruments in the literature for measuring sociocultural engagement of health professions education (HPE) students. Therefore, the aim of this study is to develop and validate a questionnaire designed to assess sociocultural engagement among HPE students. Methods The study included undergraduate HPE students (n = 683) at Gulf Medical University. The initial version of the sociocultural engagement of students’ questionnaire (SESQ) was developed after extensive literature review and guided by the Global Learning Qualifications Framework. We then tested the content validity of the questionnaire by using focus group discussion with subject experts (n = 16) and pilot testing with students (n = 20). We distributed the content-validated version of the SESQ (16 items) to undergraduate students in six HPE colleges. To examine the construct validity and construct reliability of the questionnaire, we conducted exploratory factor analysis, followed by confirmatory factor analysis. Results Confirmatory factor analysis supported the two-factor structure which consists of 13 items with good fitness indices (χ² = 214.35, df = 61, χ ²/df = 3.51, CFI = 0.98, RMSEA = 0.06, SRMR = 0.025, and AIC = 208.00). The two factors were sociocultural interactions (8 items) and sociocultural adaptation (5 items). The construct reliability of the total questionnaire is 0.97 and the two factors were 0.93 and 0.92 for sociocultural interactions and sociocultural adaptation, respectively. In addition, there were significant weak correlations between both factors of sociocultural engagement scores and student satisfaction with the university experience (r = .19 for each, P = .01). Conclusions The sociocultural engagement of students’ questionnaire exhibits good evidence of construct validity and reliability. Further studies will be required to test the validity of this questionnaire in other contexts.
... Higher education research demonstrates that interacting with peers in other racial and ethnic groups can improve outcomes that are critical for academic and workforce success, including critical thinking, intellectual engagement and motivation, self-confidence, and academic skills (Chang, Astin, and Kim 2004;Chang et al. 2005;Gurin et al. 2002, Hu andKuh 2003;Luo and Jamieson-Drake 2009;Nelson Laird 2005). Interracial contact can also improve social skills such as teamwork and leadership skills, (Denson and Zhang 2010;Jayakumar 2008), which research has found have a growing labor market return (Deming 2017). ...
Research
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More than a century of public policies and institutional practices have built a system of separate and unequal schools and neighborhoods in the US. That system has been sustained by the choices white people make about where to live and send their children to school. Policymakers who want to advance neighborhood and school integration need to better understand these choices to design initiatives that influence white families to make more prointegrative choices. We suggest four areas for research that could accelerate potential solutions aimed at influencing white people’s choices and dismantling the system of separate and unequal neighborhoods and schools built over generations.
... However, given that HEIs impart not only technical knowledge but also 'generic graduate attributes' (e.g. problem-solving, teamwork, etc.) (Barrie 2007;Denson and Zhang 2010), it is worth exploring whether sustainability operates more at the level of 'generic attribute' or specific knowledge. In this vein, further analysis could also explore pedagogical considerations, including the importance of emotional engagement in learning (Shrivastava, 2010). ...
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Public and private organizations—including higher education institutions—frequently adopt the Sustainable Development Goals (SDGs) to facilitate a better future. In their efforts to realize the Agenda 2030, universities are focusing on how teaching and curricula shape students’ competencies in interpreting and contributing to current societal challenges. Likewise, with businesses increasingly engaged in sustainable development issues, students will need SDG-related skills to align with current job-market requirements. Here, we examine the relationship between master graduates’ employability and the presence and type of SDGs in their curricula. We run a series of logistic regressions where we use three different model specifications: (i) curriculum with an SDG-related ECTS above the mean, (ii) curriculum related to a specific class of SDG (well-being, environment, economy, governance), and (iii) curriculum related to a specific SDG. Further, we consider three aspects of employability: having a job, job coherence (i.e. the match between a job and one’s field of study), and employment quality (i.e. having a higher salary). For this purpose, we collected data from 5,784 master's graduates at the University of Bologna in 2017. We derived employability measures from 2020 AlmaLaurea data to have a three-year time lag from graduation. Generally, we find that students who attended courses with SDG-related content achieved a higher and better occupation or a better skill match. At a grouped level, we find that SDG categories have a different impact on the students’ working outcomes. For instance, students with more SDG-related ECTS in the economy area have higher odds of being employed, finding a better job-skill match, and getting better salaries. In addition, the single goals were studied by showing the effects on finding work, having a skill match and earning a better salary.
... Many studies have uncovered positive relationships between the facilitation of interracial interactions and a variety of academic outcomes. For example, interracial interactions have been found to enhance student academic ability, collaborative and leadership abilities, empathy, and satisfaction with the college experience (Astin, 1993;Bowman, 2013;Bowman & Denson, 2012;Carrell, 2009;Chang, 1999;Chang et al., 2006;Denson & Chang, 2009;Denson & Zhang, 2010;Gurin, 1999;Gurin et al., 2002;Hurtado, 2005;Jayakumar, 2008;Locks et al., 2008). These findings illustrate a wide array of student benefits from diverse experiences with "the multiple, multifaceted, [and] intersecting identities that comprise diversity in higher education" (Simmons & Wahl, 2016, p. 234). ...
Article
After the civil rights movement, affirmative action drove discussions of diversity on college campuses in the United States. Stakeholders of affirmative action saw that diversity for diversity’s sake was not enough to justify programs and policies at academic institutions. Typically, discussions of policies and classroom inclusion strategies have been driven by faculty and institutions treating students as beneficiaries of these policies and strategies, but they are often not consulted and their perspectives are not included in instruction and policy development. This study explores student communication about diversity because the US is at a cultural-crossroads where racial, ethnic, religious, sexual orientation, gender, and disability diversity are under political pressure. From these voices, we discovered a struggle with defining diversity, conflict over labeling a campus as diverse, minimizing experiences of discrimination and bias, and a need for visible administrative support of diversity and inclusion. The results of this study provide insight into how we can improve communication about diversity on campus and beyond.
... In addition, international students can bring diverse cultural perspectives, which would enrich campus environment. Students' experiences with diversity are positively associated with their learning, preparation for participating in diverse society and workforce, ability of working with others, and respect for diversity [38,39]. Moreover, increasing intercultural communication competence on campus is expected to broaden the scope of teaching and research perspectives that eventually benefits all students, faculty, and the public. ...
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Background The change of Deferred Action for Childhood Arrivals (DACA) program has significantly impacted DACA students’ mental health in the United States. The study aimed to conduct a qualitative case study for understanding the effects of DACA program on one undocumented college student’s life during the COVID-19 pandemic. Methods We conducted a two-component qualitative case study, the online survey and the subsequent in-depth interview, with a DACA college student, Leah (pseudonym), in California who was in an ongoing fear of deportation before and during the COVID-19 pandemic. We used Questionnaire-9 (PHQ-9) and General Anxiety Disorder-7 (GAD-7) in the online survey to measure her level of depression and anxiety. QSR NVivo was used to analyze the verbatim transcription. Results Leah’s anxiety and depression level just before the Supreme Court’s decision to the DACA termination in June 2020 was higher than during the COVID-19 pandemic in 2021. Leah’s concern still remained due to the uncertain legal status in the United States even after the presidential election. Conclusions During 2020-2022, the anti-immigration policy, the COVID-19 pandemic, and the presidential election has impacted a DACA student’s mental health status. However, because of the unstable legal status and fear of deportation in the United States, our participant’s anxiety and depression level maintained high. From our participant’s standpoint, more policy support is needed to sustain her legal status, financial stability, and mental health during the pandemic.
... Further, for many students college is the first time they are exposed to a very diverse set of people (Gurin et al., 2002;OECD, 2022). Thus, understanding what motivates undergraduate students to engage in intercultural interactions could aid in our understanding of how students' cultural competence develops (Chun & Evan, 2016;Denson & Zhang, 2010). ...
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In this paper, we explore associations among undergraduate students’ perceptions of professor cultural competence, students’ perceptions of professor growth mindset, and students’ motivation to engage in intercultural interactions. In two studies (Nstudy 1 = 351, Nstudy 2 = 277), we find that when students perceive their professor to be more culturally competent, they report higher self-efficacy, value, and mastery-approach orientation toward intercultural interactions. However, somewhat unexpectedly, students who perceive their professors to have higher cultural competence also report higher performance-avoidance orientation toward intercultural interactions. When students perceive their professors to have a stronger growth mindset, they report lower emotional costs toward intercultural interactions. Further, in Study 1 but not Study 2, we find interactions between perceived professor cultural competence and perceived professor mindset such that the combination of perceiving high cultural competence and high growth mindset led to the highest student-reported self-efficacy and the lowest emotional cost toward engaging in intercultural interactions. Although exploratory and preliminary in nature, these findings suggest that students in classes where professors demonstrate high cultural competence may be more motivated to engage in intercultural interactions; however, it may be important for professors to also communicate a growth mindset if they want to reduce potential threats associated with engaging in intercultural interactions.
... Their quality of life improves when they are a part of the college social scene. Participating in a wide range of social activities with other students helps them establish a good mindset and encourages academic performance, claims a study by [85]. ...
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Massive Open Online Courses, or MOOCs, are a type of educational innovation where enrollment in the courses given is free and available online. The MOOCs course selection is extensive and may accommodate hundreds or thousands of students at once. The current study, however, aims to look into how the academic self-efficacy of real MOOC users affects learning engagement and perseverance in higher education in Saudi Arabia. This study added the Technology Acceptance Model (TAM) to social cognitive theory. Therefore, the primary goal is to create a new model by examining the variables that affect the perceived utility and perceived service quality, as well as the students’ general perceptions of MOOCs that are really used. Therefore, this research used a quantitative approach and distributed the questionnaire online through a Google Form. It collected data from 276 King Saud University students and used it to test the hypothesized correlations using structural equation modeling (SEM-PLS). The study’s findings showed that perceptions of perceived benefits and service quality consistently had a significant influence on social interaction, influence, networks of support, and social identity. A further finding was that reported utility and perceived service quality have always been significantly influenced by academic self-efficacy in actual MOOC use. Because of this, learning engagement and perseverance in Saudi Arabian higher education are significantly impacted by the academic self-efficacy of real MOOC users. According to the findings, MOOC programs generally have a positive influence on the kingdom’s higher education system. As a result, it is almost certain that this research model will assist university decision-makers in determining whether or not MOOC usage is prevalent at Saudi educational institutions.
... Their quality of life increases when they are included in the campus social scene. According to a study [100], getting pupils involved in a variety of social activities promotes learning and helps them develop a happy outlook. The ability to speak for oneself, preserve autonomy, and develop relationships, all of which have a significant impact on a person's life and learning, may be more challenging when there is a lack of social support. ...
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E-learning is expected to become a common teaching and learning approach in educational institutions in the near future; thus, the success of e-learning initiatives must be ensured in order to make this a sustainable mode of learning. In order to improve students’ learning performance through the use of e-learning in Saudi Arabia’s higher education, it was the objective of this paper to examine the relationships between social cognitive theory and learning input factors and the reflective thinking and inquiry learning style as well as the indirect effects of student problem-solving and critical thinking skills. As a result, this study thoroughly assessed the social cognitive theory that is currently in use, along with learning input components and situational factors that should be carefully taken into account while introducing an online education system into Saudi Arabia’s top universities as a way of ensuring learning sustainability. As a result, 294 university students completed a questionnaire that served as the initial dataset for the research study, and the proposed conceptual model was comprehensively assessed using SEM. The research results demonstrated that the inquiry style of learning and reflective thinking have always had a significant impact on the social involvement, human engagement, social power, social identity, and social support. Similar findings were obtained regarding the impact of problem-solving and critical thinking skills on the inquiry-based learning approach and reflective thinking. Thus, students’ ability to learn in Saudi Arabia’s higher education is greatly influenced by their ability to solve problems and think critically. Therefore, it is almost certain that this research study will aid university policy makers in their decision on whether to fully deploy an online learning system as a way of ensuring learning sustainability at educational institutions throughout Saudi Arabia.
... In addition, the potential of the education-based metaverse can foster the development of skills needed by English learners Wood and Gregory, 2018). Such skills are the ability to collaborate with others, effective communication, and creative problem-solving (Dalgarno and Lee, 2010;Denson and Zhang, 2010). There are mainly five primary affordances of the education-based metaverse in English learning and teaching: the acquirement of English knowledge, the promotion of deep English learning activities, the enhancement of intrinsic motivation, sufficient provision of English learning opportunities, the improvement of self-efficacies, and the boost of rich and compelling collaborative English learning tasks from the virtual world (Dalgarno and Lee, 2010;Reisoglu et al., 2017). ...
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Over the past two decades, various digital technologies have been applied to sustain higher education. As the latest emerging information technology, the metaverse has been a recurring theme to be considered as a new direction to promote blended English learning. This study aims to investigate metaverse-based blended English learning. Through a systematic review based on bibliographic and content analysis, the study attempts to integrate the evidence to generate a model that links the education-based metaverse. The metaverse platforms in which learners' academic success can be significantly enhanced due to a high degree of learner engagement in immersive virtual environments. In addition, the virtual learning experience is restricted by the degree of digital literacy at the same time. To improve instructors' and learners' digital literacy levels, necessary support is indispensable by educational institutions and designers of the metaverse platforms. Meanwhile, this study addresses potential challenges that may hinder sustaining metaverse-based blended English learning, and provides some suggestions based on the previous literature. In future research, we will keep updating and polishing the metaverse-based blended English learning research to provide more detailed guidance for researchers and educators.
... Internationalisation is expected to contribute to the training of opened-minded and dynamic citizens able to work in foreign and culturally diverse environments, to deal with an increasingly diverse and internationally mobile society and labour market Altbach and Knight (2007), Denson and Zhang (2010), Knight and de Wit (1995). This is based on the increasing need to contribute to evolving global labour markets and, therefore, to foster international and comparative learning Maringe (2010). ...
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As truly mentions Knight (1999), given the rising interest in and understanding of “…international dimension of higher education…”, the usage of the term “internationalisation” is becoming more frequent. She underscores (Knight, 1999) two possible reasons for the aforesaid phenomenon: first, internationalization is becoming more crucial for higher education providers, yet second, she posits that this can be accounted for by the fact that the term internationalization is perceived differently by different people, thus giving rise to this plethora of interpretations. Even two decades following what Knight termed as “crucial” for higher education, we can still trace “globalization” and “internationalization” as being increasingly popular terms when studying contemporary writings on higher education (Tight, 2019). Judging from a wide range of up-to-date research and literature on internationalization of higher education, it can be inferred that the confusion and interchangeable use of the terms is still a reality all over the world, and Armenia is no exception. Given the ongoing debates on the terms and the scope each of them encompasses, the paper draws on international and Armenian literature and official documents to critically assess whether the term “internationalization” is perceived the same way across Armenian HEIs, and whether RA institutions have a set model for internationalization to compare their operations against. The research outcome will be principally important as it will provide insights into the generic picture of internationalization in general and the way it is seen by Armenian HEIs, and will provide fertile ground for building up further studies on the issue.
... In addition, international students can bring diverse cultural perspectives, which would enrich campus environment. Students' experiences with diversity are positively associated with their learning, preparation for participating in diverse society and workforce, ability of working with others, and respect for diversity [38,39]. Moreover, increasing intercultural communication competence on campus is expected to broaden the scope of teaching and research perspectives that eventually benefits all students, faculty, and the public. ...
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Background Since the Immigration and Nationality Act of 1952, the number of international students in the United States had been gradually increasing. However, the total numbers have begun to decrease since 2019–2020 school year due to the Trump administration's policy and COVID-19. Still, little is known about how international students’ psychological adjustment and well-being have been affected by changing nonimmigrant visa policy and the COVID-19 pandemic. Methods We conducted a total of 34 online semi-structured in-depth interviews with international students from 18 countries of origin studying in the San Francisco Bay Area, California. More than 60% of the participants (21 out of 34) were aged 21 to 25. Among our 34 participants, gender and 18 were male and 16 were female, and 19 were undergraduate students and 15 were master’s students. The majority of the participants were first-generation college students (22/34, 64.71%). Verbatim transcription was done for all interviews. NVivo was used for both deductive and inductive approaches to the qualitative analysis. Results Overall, the recent political climate negatively impacted participants’ psychology of adjustment and well-being. July 6, 2020 Policy Directive for international students caused severe uncertainty about whether they can continue studying in the United States. There were many resources or services needed to overcome this period, such as extended mental and emotional support from the counseling services as well as financial and informational support from the international student office and university. Although international students had the benefit of the university's food assistance program, they were not eligible to receive any external support outside of the university and financial aid at the local and federal levels. Whether maintaining F-1 visa status was one of their major concerns. Due to COVID-19, job opportunities were limited, which made international students difficult to obtain Curricular Practical Training (CPT) and secure a job in the United States within the 90-day unemployment limit of Optical Practical Training (OPT). H-1B visa and permanent residency were other challenges to go through, but participants saw positive perspectives from the Biden administration. Conclusions Uncertain policy changes due to COVID-19 and presidential transitions impacted international students’ psychological well-being and adjustment. International students are important populations in the United States who have supported jobs that are high in demand and economically contributed to the United States. It is expected that future policies at various levels support international students’ life and improve their health equity and mental health.
... Beyond increased cultural understanding and decreased prejudice, research has found associations between CRIs and academic skills (Luo & Jamieson-Drake, 2009), academic self-concept (Denson & Change, 2009) and cognitive skills (Denson & Zhang, 2010). In a meta-analysis, Bowman (2010) found that intergroup interaction was more strongly associated with cognitive growth than was intragroup interaction. ...
... In addition to contributing to personal and intercultural development and growth, IGW can promote deeper learning and better performance. Working in a multicultural group can have positive impacts on problem-solving abilities, creativity, innovation and understanding diverse needs (Curşeu & Pluut, 2013;Denson & Zhang, 2010;Watson et al., 1993). IGW in higher education can simply reflect the reality of doing group work in a program with a culturally diverse student population. ...
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Intercultural group work (IGW) is a valuable learning strategy to enhance deep learning and prepare university students to participate in a globalized world, so more insight is needed into what motivates students to engage actively in IGW. Using an expectancy–value theory framework, this study investigates the extent to which the different components of this theory (i.e., self-efficacy, perceived benefit, and perceived cost) relate to each other and contribute to student engagement in IGW. Responses to a questionnaire, gathered from 846 bachelor’s students from six universities in the Netherlands and Canada, reveal that strong self-efficacy for IGW, high perceived benefit of IGW, and low perceived cost of IGW correlate. In structural equation modeling analyses, self-efficacy and emotional cost emerge as important predictors of behavioral and cognitive engagement; intercultural benefit is critical for cognitive engagement. As a prerequisite of cognitive engagement, behavioral engagement also mediates the effects of self-efficacy, costs, and benefits. Therefore, developing students’ self-efficacy, increasing perceived benefits of IGW, and decreasing perceived costs of IGW can promote student engagement and deeper learning. Universities thus should prepare students for IGW and provide support and feedback during group work process. Based on the results, we theorize about the relationships among the components of the expectancy–value theory.
... When students are incorporated into the social environment on campus, their quality of life improves. e research of [91] feels that involving students in various social activities helps them build a positive mindset and supports learning. A lack of social support may make it more difficult to speak for oneself, maintain autonomy, and establish and sustain relationships, all of which can have a major impact on a person's life and learning. ...
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While online learning has always faced criticism regarding social issues such as the lack of engagement, interaction, and communication, the COVID-19 social distancing has increased the public’s concern and criticism. Therefore, the purpose of this research was to investigate and model the social factors affecting students’ satisfaction with online learning. The proposed research model was constructed based on the extensive review of relevant literature to determine the critical social factors examined and validated in this research. The data were collected from a total of 258 students using a quantitative method approach. A structural equation modeling technique was utilized in analyzing the obtained data. The findings of the study reveal that all proposed social factors namely social presence, social interaction, social space, social identity, social influence, and social support were found to significantly affect the students’ satisfaction with online learning. The examined factors account for about 56% of the total variance in students’ satisfaction. Several suggestions and recommendations are provided in line with study limitations.
... International learners have both a positive and negative impact on institutions. The most positive impact that international students have on the classroom is that they force the educational environment to become internationalized (Denson & Zhang, 2010). ...
Conference Paper
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Exploration Of Fish Market Potential: Determinants Of Fish Demand In Northern Ethiopia Abebe Ejigu Alemu, University of South Africa, South Africa Jimi Adesina, University of South Africa, South Africa ABSTRACT A rising demand for food is one of the global challenges for which aquatic food bases play a role in filling the prevailing nutritional requirements of human beings. However, the level of fish consumption in northern Ethiopia is limited. This study investigates the reasons why fish fail to become a staple food and assesses the demand determinants among selected households in northern Ethiopia, Tigray. A sample of 420 households was interviewed using a structured questionnaire that was administered using trained enumerators. Heckman’s two-stage model was employed to identify determinants affecting willingness to consume and the intensity of fish consumption. According to the descriptive statistical results, 6% of the respondents had previous fish consumption experience (within the past 6 months). The rest 94% did not consume fish due to several reasons such as a shortage of supply, lack of habit and cooking experience, fear of spoilage, religious belief and lack of interest. Interestingly, 72% of the households have shown willingness to consume fish if improvements are made in terms of supply, awareness creation to bring attitudinal change, capacity building, quality, and standardized transportation. A crucial factor in the fish value chain in Tigray is the road from Tekeze to Mekelle and the quality of processing in Tekeze Lake. If a convenient and reliable cold chain were developed between Tekeze and Mekelle, price and availability would also improve. The relevant stakeholders who work on food security in Tigray should promote fish as an important food item. Improving the supply standards of fish and training will improve the demand for fish. Encouraging the fishery cooperatives and the private sector in processing, transporting and packaging of fish products may also improve the situation. Keywords: Fish Market, Food Security, Tekeze
... Findings of recent studies are consistent with the findings of Bowman's (2011) meta-analysis; for instance, diversity interactions are associated with increases in civic participation (Bowman & Denson, 2011;, civic-mindedness (Cole & Zhou, 2014), intentions to volunteer (Bowman, 2013a), socially responsible leadership (Bowman, 2013b;Parker & Pascarella, 2013;Seifert, Goodman, King, & Baxter Magolda, 2010), orientation toward social/political activism (Pascarella, Salisbury, Martin, & Blaich, 2012), and intercultural effectiveness (Bowman, 2013b;Denson & Zhang, 2010;Seifert et al., 2010). In short, the literature suggests that several types of college diversity experiences are consistently associated with college civic-engagement outcomes, although to varying degrees depending on the type of college diversity experience as well as the type of outcome. ...
Article
Background/Context The role of race in the university continues to be a contentious issue. Proponents of college diversity often cite the importance of fostering a diverse and deliberative democratic society, but the link between student experiences and postcollege citizenship has received limited attention. Purpose/Objective This study explores the extent to which two types of college diversity experiences (cross-racial interaction and curricular/co-curricular diversity engagement) predict aspects of informed citizenship associated with supporting a deliberative democracy six years after graduation (i.e., following the news, discussion of racial issues, and importance of keeping up to date with politics). Participants The dataset for this study came from UCLA's Higher Education Research Institute. We utilized the 1994–1998–2004 cohort of students/alumni, which included a postcollege survey administered six years after graduation. The total sample consisted of 8,634 alumni from 229 institutions. Research Design This study utilized secondary data analysis of the 1994–1998–2004 CIRP dataset. Data Collection and Analysis Path analysis was particularly useful for this study to examine the direct and indirect effects of the college diversity experiences on senior-year and longer-term outcomes. Results College diversity experiences have direct effects on postcollege discussions of racial issues, which suggests that these forms of engagement may have long-lasting effects on college graduates. Moreover, curricular/co-curricular diversity engagement also has positive, indirect effects on keeping up to date with politics, news consumption, and discussing racial issues well after graduation. The pattern of findings differed when analyzed separately by racial/ethnic group (i.e., Whites/Caucasians, Asian Americans, and underrepresented students of color). Conclusions/Recommendations This study adds to the existing knowledge base by making a key contribution to the limited research on the long-term benefits of diversity experiences as well as the dimensions of higher education that inform active citizenship in a deliberative democracy. This study examined the complex relationships—both direct and indirect effects—associated with these college diversity experiences and outcomes after college and how these relationships vary by racial/ethnic group. The current findings point to the particular importance of maximizing opportunities for cross-racial interaction and curricular/co-curricular diversity engagement for all students regardless of their race/ethnicity.
... The quality of life improves when students are integrated into the social atmosphere on the campus. Further, Denson and Zhang (2010) believe that engaging students in various social activities contributes to the development of student positive attitude. A lack of social skills can have a significant impact on multiple aspects of an individual's life by increasing the complexity intrinsic in advocating for oneself, managing expectations of autonomy and selfreliance, and building and continuing friendships. ...
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Aim/Purpose The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. Background Coherent support between students, teachers, and management is usually ex�tended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is as�sisted via technology, social, academic, and instant service support, which may have an impact on its nature. Methodology In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were ana�lyzed with SPSS. Contribution The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution. Findings The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universi�ties. Recommendations for Practitioners As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service sup�port. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Recommendations for Researchers Researchers need to start factoring in how institutional support and services influence student satisfaction. Findings will further enrich the literature on student satisfaction in higher educational institutions. This study should be simulated to more populations and other geographical areas, to validate its findings. Impact on Society Improvement in our understanding of technology, social, academic, and other services helps to improve the quality of instruction, which provides a net gain for society. If this support system is to be carried out properly, the students, – who are the future citizens – will learn how to behave appropriately in the digital age. Future Research This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possi�bly using controlled experiments. In addition, qualitative exploration is advis�able, as it may shed more light on the unique aspects of factors that are relat�ed to student satisfaction.
... Bian (2013) stated the acquisition of such skills is liberated and influenced by personal trajectories, also cultivate open-mindedness that reinforces for adaptation of competencies. Furthermore, experience gained in a multicultural learning environment develops behavioral changes associated with community engagement in accepting differences (Dassin et al., 2017;Denson and Zhang, 2010). Byker (2019) encourages such learning environments to enhance learners' social and cognitive development. ...
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Purpose This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment. Design/methodology/approach The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X ² of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis. Findings This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development. Originality/value In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.
... Existing research has shown that intergroup contact on campus between students of different racial and ethnic backgrounds is associated with a wide range of desirable outcomes. These include improved academic (Denson & Chang, 2009;Luo & Jamieson-Drake, 2009) and cognitive skills (Denson & Zhang, 2010) as well as greater cultural understanding (Antonio, 2001b;Gurin et al., 2002), increased comfort interacting with people from other races (Engberg & Hurtado, 2011), and reduced perceived social distance between racial groups (Bowman, 2013). And while research on higher education has generated a large body of knowledge about the effects of intergroup contact, we still have much to learn about why some students but not others engage in contact, to begin with. ...
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It is not well understood why, on diverse college campuses, some students are more likely than others to engage in interracial contact. While research has begun to examine the role of individual differences like personality traits, results have thus far been mixed. This article asks if this might be the result of confounding different forms of interracial contact. Using a sample of nearly 500 university students and drawing on distinctions made in research on diversity in higher education, models examining the relationships between the five-factor model (FFM) of personality traits and four types of interracial contact are presented: positive and negative cross-racial interactions (CRIs), and two ways of estimating interracial friendships (IRFs)—self-reported composition of close friends as well as the count of ego-network connections. Results show that having an Agreeable personality is associated with perceiving more positive and fewer negative CRIs, while no personality traits are associated with IRFs.
... Culturally diverse teams have the potential to be more creative and innovative, with more positive impacts on problem solving, than single-culture teams (Denson & Zhang, 2010). ...
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Group work is a common active learning strategy in higher education when the goal is to enhance deep learning and develop teamwork skills. Culturally diverse learning groups are particularly valuable in preparing university students to participate in a globalized world. Student engagement in group work is critical in realizing these benefits. Therefore, more insight into what factors promote engagement is necessary. This study investigates the extent to which trust in the group, cultural diversity in the group, and group formation contribute to behavioral and cognitive engagement in group work. A questionnaire was filled out by 1025 bachelor’s students from six universities in the Netherlands and Canada. Structural equation modeling analyses identified students’ trust in the group as the strongest positive predictor of both behavioral and cognitive engagement. Greater perceived cultural diversity was found to promote behavioral and cognitive engagement, but compared with trust, the impacts were relatively small. Whether students could choose their group members did not affect behavioral or cognitive engagement significantly. Contrary to what was expected, trust did not act as a mediator. That is, cultural diversity and group formation did not indirectly affect engagement through trust. These findings prompt some suggestions for how to enhance student engagement in group work.
... The quality of life improves when students are integrated into the social atmosphere on the campus. Further, Denson and Zhang (2010) believe that engaging students in various social activities contributes to the development of student positive attitude. A lack of social skills can have a significant impact on multiple aspects of an individual's life by increasing the complexity intrinsic in advocating for oneself, managing expectations of autonomy and selfreliance, and building and continuing friendships. ...
Article
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Aim/Purpose: The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. Background: Coherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. Methodology: In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS. Contribution: The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution. Findings: The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities. Recommendations for Practitioners: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Recommendation for Researchers: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Impact on Society: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction.
... While universities in North America, including Wilfrid Laurier University, offer several programs to connect domestic and international peers, many students still remain largely segmented into their own cultural groups and do not actively participate in cross-national interactions on campus (Yefanova, Baird, & Montgomery, 2015). This observation is consistent with literature from the United States, United Kingdom, Australia, and New Zealand (for example, Denson & Zhang, 2010;Kimmel & Volet, 2012;Summers & Volet, 2008;Pritchard & Skinner, 2002). One merely has to observe international students consistently and quietly sitting in their cultural/linguistic groups in classrooms to agree with Garson's (2016) conclusion that internationalization at home might be "optimistic and not necessarily grounded in the reality of students negotiating intercultural tensions in our classrooms and on our campuses" (p. ...
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... Within the higher education context, collective learning and group work are found effective for developing capabilities, qualities and skills in students that are considered as important graduate attributes (Denson andZhang 2010, Caple andBogle 2013). Previous research has shown the interdependence between group learning and graduate attributes related to employability and resilience (Arashpour, Sagoo et al. 2015). ...
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... In the context of workplace uncertainty and rapidly changing technology, graduates are expected to be highly skilled to meet the persistent demands of the knowledge economy (Kalfa & Taksa, 2015). Graduate attributes have become a mechanism not only for developing employability skills, but for institutions to demonstrate to employers and potential graduates that the requisite skills will be developed over the course of a graduates' university education (Bath, Smith, Stein, & Swann, 2004;Denson & Zhang, 2010). Currently graduate attributes tend to focus on generic skills such as communication, critical thinking, and working collaboratively (Oliver, 2011), considered necessary for employability. ...
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This is the book that has forever changed the debate on affirmative action in America. The Shape of the River is the most far-reaching and comprehensive study of its kind. It brings a wealth of empirical evidence to bear on how race-sensitive admissions policies actually work and clearly defines the effects they have had on over 45,000 students of different races. Its conclusions mark a turning point in national discussions of affirmative action--anything less than factual evidence will no longer suffice in any serious debate of this vital question. Glenn Loury's new foreword revisits the basic logic behind race-sensitive policies, asserting that since individuals use race to conceptualize themselves, we must be conscious of race as we try to create rules for a just society. Loury underscores the need for confronting opinion with fact so we can better see the distinction between the "morality of color-blindness" and the "morality of racial justice."
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Part I. From There to Here - Theoretical Background: 1. From visiousness to viciousness: theories of intergroup relations 2. Social dominance theory as a new synthesis Part II. Oppression and its Psycho-Ideological Elements: 3. The psychology of group dominance: social dominance orientation 4. Let's both agree that you're really stupid: the power of consensual ideology Part III. The Circle of Oppression - The Myriad Expressions of Institutional Discrimination: 5. You stay in your part of town and I'll stay in mine: discrimination in the housing and retail markets 6. They're just too lazy to work: discrimination in the labor market 7. They're just mentally and physically unfit: discrimination in education and health care 8. The more of 'them' in prison, the better: institutional terror, social control and the dynamics of the criminal justice system Part IV. Oppression as a Cooperative Game: 9. Social hierarchy and asymmetrical group behavior: social hierarchy and group difference in behavior 10. Sex and power: the intersecting political psychologies of patriarchy and empty-set hierarchy 11. Epilogue.
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Student self-reported gains or growth during college have become prominent dependent variables in much of the college impact research. This author argues that, as typically used in existing studies, self-reported gains or growth do not permit the same level of internal validity as does assessing gains with a pretest-posttest design, where pretest and posttest estimates are based on the same instrument. He proposes as a solution that researchers take into account students' pre-college receptivity to educational experiences, as manifest in their disposition to report growth as the result of such experiences. The simplest way to do this is to take the specific self-reported gains questions one ultimately intends to ask students about the collegiate experience and ask students the same questions when they begin college, but with reference to their secondary school experience. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The purpose of this study was to investigate the learning style preferences and approaches to learning of international students from Asian backgrounds, and make comparisons with the learning styles of Australian students. The sample consisted of 78 newly arrived international students from Asian countries, and 110 Australian students, studying at the same university. Two survey instruments, the Study Process Questionnaire (Biggs 1987c) and Perceptual Learning Style Preference Questionnaire (Reid 1987) were used to investigate cognitive and environmental dimensions to student learning. Descriptive statistics and multiple discriminant analyses were employed for data analysis. No statistically significant differences were found between Asian international and Australian students in their overall `Approaches to Learning'. However, Asian international students demonstrated significantly higher use of deep motivation, surface strategies, and achieving strategies, whilst Australian students demonstrated higher use of deep strategies and surface motivation. The groups also differed significantly in their `Learning Style Preferences' in group, auditory, tactile and kinesthetic modes of learning, with the strongest difference being in group learning, supporting the notion of Asian students being more `collaborative' in their learning styles. The findings draw attention to dimensions of learning diversity that may be present in Australian tertiary classrooms, and could have implications for teaching and management of this diversity. The findings may also have relevance to countries with similar `western' traditions to Australia and cross cultural student populations.
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This study evaluated the feasibility of using students' self reports of the academic development and college experiences as proxies and policy indicators for a national assessment of undergraduate education. Results indicated that self reports of academic development should be used with care as proxies for a national test. Particularly important are issues of content overlap and differences in the measurement methods. Results from the second part of this study supported using self reports of college experiences as policy indicators to improve undergraduate education.
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