<p class="CenteredTextSingleSpace"><strong> </strong></p> <p class="CenteredTextSingleSpace">This paper presents students’ perception of diversity in an international classroom in one international university in Thailand. The aim of this exploratory study is to better understand students’ perception of diversity to better meet their learning needs. By conducting a survey among students enrolled in bachelor’s and master’s international programs, this study explores how students perceive their classmates’ diversity, such as, but not limited to, cultural, language, and knowledge differences. How does diversity affect students’ learning in an international setting? What kind of diversity is the most disturbing for learners? Some recommendations grounded in the conceptual framework of cultural responsive teaching are derived from the results.</p>

The mobility of academic staff to South Africa is expected to benefit higher education institutions through teaching-research collaboration and capacity building. However, South African institutions do not always have the adequate organisational processes to facilitate host and international staff collaboration. Drawing on individual interviews with 16 lecturers from 12 different countries, all of th m t ch g S uth Afr c u v r ty, th rt cl ly l ctur r ' p rc v d c tr but to their host university and the challenges they encountered. Recommendations revolve around the development of appropriate induction programmes and faculty forums to promote cross-cultural collaboration and the cross-fertilisation of ideas.

Teaching in a new country initiates a process of adaptation requiring emotional, cognitive and behavioural adjustments. This qualitative study explores international lecturers' perceptions of their adaptation process in a South African university. The findings, based on semi-structured interviews with six lecturers from six different countries, indicate that teachers' agency and collegiality are crucial interrelated factors of adaptation. Agency and collegiality enabled lecturers to receive contextrelevant information and decide how to modify their pedagogical practices. The description of the adaptation process provides new insights for staff induction programmes.

Job-embedded, collaborative, and reflective professional development programmes have generally been praised internationally for promoting knowledge sharing and meeting the learning needs of extremely busy practitioners, such as university academic and administrative staff.However, in the Southern African context where, for a variety of reasons, professional development draws extensively on traditional pedagogies, their usefulness has not been fully tested. Analysing the experiences of 11 participants of the Programme for University Leadership in the Southern African Region (PULSAR) and subsequent developments within their own institutions, this article shows how Action Learning can be used as a tool for change for university senior administrators. Through this job-embedded, collaborative, and reflective pedagogy, ActionLearning provides enabling conditions for university administrators to unlearn, learn and relearn engagement strategies (e.g., questioning and listening skills, participative team-work) to approach workplace problems differently, and in the process, build more effective working relationships.