Multiculturalism Incorporated: Student Perceptions

Bruch, Patrick L; Higbee, Jeanne L.; Siaka, Kwabena

doi:10.1007/s10755-007-9047-7

Cited by 8 publications

(5 citation statements)

References 12 publications

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“…‘Given that the primary goal of most international students in studying abroad is to gain a qualification, there is remarkably little published research on academic outcomes, such as pass or failure rates and the grades of the degree obtained’ (Morrison et al ., 2005, p. 327). Research is also lacking in the area of student feedback and about feeling marginalised or disadvantaged (Bruch et al ., 2007) with just a little evidence about the experience IMS have whilst studying in the UK (Jones, 2005). Finally, absent from the literature is information regarding the duration of the transitional shock with its performance outcomes throughout this period and the time it takes for overseas students to be relatively ‘comfortable’ within their new environment.…”

Section: Introductionmentioning

confidence: 99%

Culture Shock and Higher Education Performance: Implications for Teaching

Kelly

Moogan

2012

Higher Education Quarterly

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The globalisation of higher education brings together learners and teachers from differing systems, creating a heterogeneous and diverse environment.Yet many higher education institutions typically rely on foreign students themselves to adapt to their new higher education environments.An investigation was undertaken as to whether traditional approaches are effective and efficient in meeting the needs of the internationally mobile student. Using data from the last ten years (1999 to 2009) from a post-1992 University in the North West of England an analysis of over 15,000 postgraduate assessments found a significant performance difference between home country students and international mobile students. Results found that home country students perform significantly better than international students, although the latter perform better in examinations than in coursework. However, there is a substantive improvement during the dissertation stage for both groups. Possible reasons for such variations in performance are explored.

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Section: Introductionmentioning

confidence: 99%

Culture Shock and Higher Education Performance: Implications for Teaching

Kelly

Moogan

2012

Higher Education Quarterly

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“…Students then deal with current issues such as legal and illegal migration. By studying this, students may become more open and welcoming, leading to a different type of society (Bruch et al, 2007; Higbee et al, 2014; Mičić, 2018).…”

Section: Resultsmentioning

confidence: 99%

Comparing national identity discourses in history, geography and civic education curricula: The case of France and Ireland

Sautereau

Faas

2022

European Educational Research Journal

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National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in France and Ireland. More specifically, it examines how national, European and international aspects are intertwined in these state curricula. This question is explored through a case study of curriculum units and subunits as well as discourses of how identity is being promoted in the curriculum. Our analysis highlights that French curricula privilege national topics, especially in history and civic education, whereas Irish curricula veer between national, European and international (global) notions. Our analysis explores the extent to which macro-political discourses around national identity are reflected in the shaping of the subject curricula in two countries. While the article focuses on France and Ireland, the discussions are also of interest to other jurisdictions regarding the civic expectations and role of schools in promoting national (or other) identities.

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“…Prior to and during the transition from a college to a department, GC faculty, staff, and students engaged in an extensive series of projects to explore college climate and inclusion for a diverse population of students (Barron, Pieper, Lee, Nantharath, Higbee, & Schultz, 2007;Bruch & Higbee, 2002;Bruch, Higbee, Jehangir, & Siaka, 2004;Bruch, Higbee, & Siaka, 2007;Bruch, Jehangir, Lundell, Higbee, & Miksch, 2005;Clinton & Higbee, 2011; Ghere, The Clute Institute Kampsen, Duranczyk, & Christensen, 2007;Higbee, 2009;Higbee & Barajas, 2007;Higbee, Bruch, & Siaka, 2008;Higbee, Duranczyk, & Ghere, 2008;Higbee & Goff, 2008;Higbee, Lundell, & Duranczyk, 2003, 2008Higbee, Miksch, Jehangir, Lundell, Bruch, & Jiang, 2004;Higbee & Siaka, 2005;Higbee, Siaka, & Bruch, 2007a, 2007bJehangir, 2008Jehangir, , 2009Jehangir, Yamasaki, Ghere, Hugg, Williams, & Higbee, 2002;Miksch, Higbee, Jehangir, Lundell, Bruch, Siaka, & Dotson, 2003). These efforts eventually led to the development and assessment of a new pedagogical model for integrated multicultural instructional design (Higbee & Goff, 2015).…”

Section: Creating a Culture Of Inclusionmentioning

confidence: 99%