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The Case for Diversity

Students from over 120 countries

A truly international university

Culturally Diverse

A rainbow “family”

And other claims…..

………so what’s the problem!

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Top twenty nationalities at LSBU

Nigeria 765 642 623 547 573 3150

Ireland 539 486 447 479 413 2364

Germany 269 346 402 359 250 1626Portugal {includes Madeira, Azores} 274 289 332 374 292 1561

Not known 153 168 312 422 425 1480

Italy {Includes Sardinia, Sicily} 217 221 256 268 292 1254

France {includes Corsica} 287 273 252 232 168 1212

Bangladesh 178 204 293 278 210 1163

Poland 220 207 214 225 236 1102

India 263 207 210 207 189 1076

Zimbabwe 300 235 203 160 169 1067

Spain {includes Ceuta, Melilla} 161 167 212 235 226 1001

Ghana 241 200 172 159 153 925

China 284 216 174 123 109 906

Pakistan 166 137 171 184 178 836

Netherlands 165 146 143 138 152 744

United States 130 140 148 186 80 684

Philippines 183 112 101 118 88 602

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The Case for Diversity

The bottom line is not King its an output!

Stuart Rose of Marks and Spencer “ The one thing we got wrong was paying too much attention to the bottom line and not enough to customer experience”

Student Satisfaction

Retention

A Growing Business

A Positive Experience

2Firstly, it is highly concentrated in North America and Europe, with the US accounting for 29% of the total, followed by the UK (13%), Germany (10%) and France (9%) (see also Findlay, 2002). Secondly, in common with other aspects of globalisation, the distribution of flows is macro-regional rather than truly global (Held, 2000). Almost two-thirds of foreign students in the US are from Asia, while almost half of the students in Germany and the UK are from other European countries (Phillips and Stahl, 2001: 281). EU-assisted student mobility schemes – Socrates, Tempus and Leonardo –reinforce this intra-European pattern of flows. Thirdly, there is a distinct focus on English language countries, especially the US, the UK and Australia (Tremblay, 2002).

The Basis of Student Flows

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What do students expect?

The findings of the interview study demonstrate Chinese international

students have clear expectations about the outcomes of the WIL

component in their chosen degree, including the ability of such

experiences to bridge theory and practice and to develop the knowledge,

skills, and attitudes needed for employability in their home country

From a Queensland Study

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What happens when they go home?

Returners survey

• Evidence suggests that their journeys of studying abroad and

returning home are dynamic and interconnected transnational

experiences.

• Such experiences are avenues for diverse social networks that

reinforce a complex cosmopolitan identity and awareness.

• They are, also, avenues for transnational(ised) new competences,

skills and worldviews, which are increasingly valued by the students

themselves upon return home.

Qing GuMichele Schweisfurth

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The Case for Diversity

From the student room

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What can overseas study bring?

http://psycnet.apa.org/record/2014-29268-007

This qualitative study explored East and South Asian international

students’ experiences with racial microaggressions at one Canadian

university.

(a) excluded and avoided,

(b) ridiculed for accent,

(c) rendered invisible,

(d) disregarded international values and needs,

(e) ascription of intelligence, and

(f) (environmental microaggressions (structural barriers on campus)

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How do students cope?

http://psycnet.apa.org/record/2014-29268-007

(a) engaging with own racial and cultural groups,

(b) withdrawing from academic spheres, and

(c) seeking comfort in the surrounding multicultural milieu.

Microaggressions and coping themes differed based on country of

origin and language proficiency.

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Areas to Enhance Diversity

(a) Accommodation

(b) Language Environment

(c) Integrative initiatives

(d) Work Opportunities

(e) Assessment methods e.g teamwork

Do our best to recruit as diversely in the first place!

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Belongingness (Glass and Westmont)

Highlights•Belongingness increased cross-cultural interaction for international and domestic students.

•Belongingness enhanced average grade earned, especially among international students.

•Intergroup dialog and multicultural courses increased cross-cultural interaction, but not sense of belongingness.

•Leadership programs, cultural events, and community service enhanced sense of belongingness for all students.

•Domestic and international seniors reported less belongingness than their first-year counterparts.

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