Managing Student Diversity in Business Education: Incorporating Campus Diversity Into the Curriculum to Foster Inclusion and Academic Success of International Students

Zhang, Mingqiong Mike; Xia, Jie; Fan, Di; Zhu, Jiuhua Cherrie

doi:10.5465/amle.2014.0023

Cited by 30 publications

(23 citation statements)

References 47 publications

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“…235-236). Zhang, Xia, Fan, & Zhu (2016) note the increased presence of international students, especially in the business schools. Culturally and linguistically diverse international students, compared to domestic students have unique social, cultural and academic challenges.…”

Section: Challenges Faced By Diverse Studentsmentioning

confidence: 99%

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Organizational Culture and Impact on Opportunities for Professional Advancement

Massimino¹,

Turner²

2018

JBES

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This paper explores why some demographics, who are relatively new to the ranks of white collar corporate America, may encounter difficulties while navigating the unwritten rules that create the foundation for success in contemporary corporate culture; and suffer unintended consequences to their employment and career advancement. Here we discuss evolving paradigms of diversity initiatives including diversity as demographics vs. diversity of ideas, and how organizational culture may impact the attainment of diversity goals, and by extension, attainment of promotional opportunities for corporate novices. Finally, this paper will examine the role of business organizations in valuing diversity, and the obligation of educational institutions in preparing diverse candidates with knowledge of business etiquette and valuing business culture.

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Section: Challenges Faced By Diverse Studentsmentioning

confidence: 99%

“…Culturally and linguistically diverse international students, compared to domestic students have unique social, cultural and academic challenges. Zhang et al (2016) state that peer mentoring programs can "facilitate social, psychological, cultural and academic adjustment of international students" (p. 372).…”

Section: Challenges Faced By Diverse Studentsmentioning

confidence: 99%

Organizational Culture and Impact on Opportunities for Professional Advancement

Massimino¹,

Turner²

2018

JBES

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“…For example, if the market demands individuals who have 5-8 years of work experience in addition to a graduate degree, the program will be designed to fit the needs of a population who has some work experience versus covering elements that would be considered too basic for the students enrolled. For example, in response to an increasing international student population, business schools are working to develop ways to incorporate new elements into their curricula to foster success for these students (Zhang, 2016) Additionally, from a recruitment perspective, it is important for most all colleges and universities to bring in top candidates for each program. Tracking the realization of this objective is important to the long-term success of the program as well as the college and university.…”

Section: Case Studymentioning

confidence: 99%

A quantitative optimization framework for market-driven academic program portfolios

Burgher

Hamers

2020

IJEM

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Purpose The purpose of this paper is to provide a decision support model for optimizing the composition of portfolios of market-driven academic programs, primarily in schools offering market-driven academic programs. This model seeks to maximize financial performance during a desired planning time period while also achieving targets for other non-financial dimensions of the portfolio (e.g. mission alignment, student demographics and faculty characteristics) by deciding the types of programs to be added, redesigned and/or removed for each year of the planning period. Design/methodology/approach This paper introduces an integer linear program (i.e. mathematical optimization) to describe the portfolio optimization problem. Integer linear programs are widely used for optimizing portfolios of financial and non-financial products and services in non-educational settings. Additionally, in order to use an integer linear program for the model, qualitative data must be incorporated into the quantitative model. To do so, this paper first discusses two methods of quantifying qualitative information related to market-driven program dimensions in the following section. Findings The paper provides empirical insights related to the impact of this model through an illustrative case from a school offering market-driven academic programs at a prestigious private university in the USA. The results of the case highlight the potential positive impact of utilizing a similar model for planning purposes. Financially, the model results in almost double financial surplus than without the model while also achieving higher scores for all non-financial dimensions measured for the portfolio analyzed. Originality/value This paper provides a unique and impactful model for decision support in strategic planning for market-driven academic programs, an area of intense discussion and focus in higher education today.

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“…Furthermore, these IoC efforts are set against a backdrop of reported sociochallenges at Australian Universities, including international students grappling with language barriers, contrasting and conflicting learning styles, dysfunctional cross-cultural interaction with their peers and educators, dissatisfaction with their educational experience abroad, and depression and difficulties in securing employment postgraduation (Zhang, Xia, Fan, & Zhu, 2016). With the rapid influx of international students, universities have an increasing economic reliance on this international student cohort, with international student fees growing substantially year on year (Department of Education and Training, 2017).…”

Section: Background and Motivationmentioning

confidence: 99%

“…The two Mainland Chinese international students were selected because of their cultural and linguistic expertise, as well as specific technical operational expertise with WeChat. It was expected that the cross-cultural collaboration in Bhabha’s (1990) third space might help to address some of the challenges of internationalization, such as isolation and linguistic barriers as identified by Zhang et al (2016). Student partners achieved this through being “consultants,” akin to the role of students in Cook-Sather’s (2014) “Students as Learners and Teachers program.” Although the consultants were not inside the classroom consulting on teaching practice and enhancement, as with Cook-Sather’s (2014) program, the students in this targeted IoC innovation were behind the scenes consulting to academics and learning support staff on the role of WeChat in the learning module at strategic, operational, and technical levels of the innovation project.…”

Section: Research Sitementioning

confidence: 99%

Tensions and Rewards: Behind the Scenes in a Cross-Cultural Student–Staff Partnership

Stanway

Cao

Cannell

et al. 2018

Journal of Studies in International Education

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In the domain of “internationalization of the curriculum,” this article introduces the rarely incorporated dimension of “engaging students as partners” (SaP) to address and explore challenges of increasingly diverse universities. The aim of this qualitative research was to explore engaging international students as partners in a modest and targeted internationalization innovation, which was specifically designed to address the needs of Chinese international students at a prominent Australian university business school. The innovation involved embedding WeChat, a prevalent Chinese social media platform, in a postgraduate learning module to form a cross-cultural bridge to better connect academics and learning support staff at the Business School with their Chinese international student cohorts. Staff and partnered Chinese international students in this small-scale cross-cultural partnership have coauthored this article, which reports on the identified tensions and rewards behind the scenes in this partnership. Findings mostly align with existing SaP literature; however, some unique benefits also emerged from having an explicit cross-cultural focus for the partnership.

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Managing Student Diversity in Business Education: Incorporating Campus Diversity Into the Curriculum to Foster Inclusion and Academic Success of International Students

Cited by 30 publications

References 47 publications

Organizational Culture and Impact on Opportunities for Professional Advancement

Organizational Culture and Impact on Opportunities for Professional Advancement

A quantitative optimization framework for market-driven academic program portfolios

Tensions and Rewards: Behind the Scenes in a Cross-Cultural Student–Staff Partnership

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