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Openness towards diversity? Cultural homophily in student perceptions of teaching and learning provided by international and home academics
Globalisation, Societies and Education Pub Date : 2020-10-28 , DOI: 10.1080/14767724.2020.1835464
Natalie Tebbett 1 , Heike Jöns 1 , Michael Hoyler 1
Affiliation  

ABSTRACT

This article contributes new empirical findings and conceptual arguments to topical debates about internationalisation ‘at home’ through a comparative study on how undergraduate students experience and perceive university learning and teaching by international and home academics. Drawing on survey data from a research-intensive English university, the study shows that most UK home students prefer being taught by home academics, whereas international academics are appreciated for developing intercultural understanding and global outlook. As home students with previous international experiences and BAME backgrounds value international academics more than their less diverse home student peers, we argue that cultural homophily shapes students’ experiences, evaluations, and benefits of encounters with international and home academics.



中文翻译:

对多样性的开放?国际和国内学者提供的学生对教学和学习的看法的文化同质性

摘要

本文通过对本科生如何体验和感知国际和国内学者的大学学习和教学的比较研究,为关于“国内”国际化的专题辩论贡献了新的实证研究结果和概念论点。该研究借鉴了研究密集型英国大学的调查数据,表明大多数英国本土学生更喜欢由本土学者授课,而国际学者则因培养跨文化理解和全球视野而受到赞赏。由于具有国际经验和 BAME 背景的本土学生比多元化程度较低的本土学生更重视国际学者,我们认为文化同质性塑造了学生的体验、评估以及与国际和本土学者接触的好处。

更新日期:2020-10-28
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