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Openness towards diversity? Cultural homophily in student perceptions of teaching and learning provided by international and home academics

journal contribution
posted on 26.10.2020, 14:01 by Natalie Tebbett, Heike Jons, Michael Hoyler
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, benefits, and evaluations of encounters with international and home academics.

Funding

Higher Education Academy (HEA) through a HEA Mike Baker Doctoral Programme Award (GEN386)

History

School

  • Social Sciences and Humanities

Department

  • Geography and Environment

Published in

Globalisation, Societies and Education

Publisher

Taylor & Francis (Routledge)

Version

AM (Accepted Manuscript)

Rights holder

© Informa UK Limited, trading as Taylor & Francis Group

Publisher statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Globalisation, Societies and Education on 28 Oct 2020, available online: http://www.tandfonline.com/10.1080/14767724.2020.1835464.

Acceptance date

04/10/2020

Publication date

2020-10-28

Copyright date

2020

ISSN

1476-7724

eISSN

1476-7732

Language

en

Depositor

Prof Heike Jons. Deposit date: 24 October 2020