Diversity, Inclusion, and Context in Asian Higher Education

Sanger, Catherine Shea

doi:10.1007/978-981-15-1628-3_1

Cited by 25 publications

(19 citation statements)

References 68 publications

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“…Rather than special strategies targeting LGBTQ students or LGBTQrelated issues in the classroom, common strategies that lead to being inclusive of a diverse student body can be adopted. 47 Given that institutional support is likely absent, more experienced faculty should invest in the career development of other faculty by organizing workshops to share how common pedagogical principles of learning can be applied to create a LGBTQ-inclusive classroom to foster effective learning for all students. 48 One of the first steps for any faculty to take is to learn the language and terms used in LGBTQ discourse in the context in which they are working so that they can be sensitive to derogatory terms or slurs.…”

Section: Classroom Experiencementioning

confidence: 99%

Gender and Sexual Diversity in Asian Universities

Eng

Yang

2020

Diversity and Inclusion in Global Higher Education

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committed suicide after his sexual orientation was made public against his will in August 2015. 2 A year after his death, two students from the same university started a student group to foster a safe space for LGBTQ students on campus; the group was officially recognized by the university in May 2017. 3 These two examples from Indonesia and Japan demonstrate firstly, the serious challenges that continue to face LGBTQ university students across Asia and secondly, the different institutional approaches toward LGBTQ diversity and inclusion in the region that largely ranges from hostility to ambivalence. Often, affirming institutions are either found in societies that have never criminalized same-sex sexual acts, such as Taiwan, Thailand, and the Philippines, or have some Anglo-American affiliation as in the case of New York University's satellite campuses in Shanghai and Abu Dhabi or Yale-NUS College, the product of a collaboration between Yale University and the National University of Singapore. In rare instances, universities in more hostile environments, such as the Jakarta Theological Seminary in the capital city of Indonesia, have sought to adopt an affirming approach toward LGBTQ diversity despite public and political opposition. 4 It is unsurprising that most Asian universities are not affirming of LGBTQ diversity. A significant proportion of countries that still criminalize consensual same-sex sexual acts are located in Asia and most Asian countries still have yet to introduce any legislative or policy measure to 2

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Section: Classroom Experiencementioning

confidence: 99%

Gender and Sexual Diversity in Asian Universities

Eng

Yang

2020

Diversity and Inclusion in Global Higher Education

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“…19 Medical students belong to diverse background due to socioeconomic and cultural divide in Indian setting. 20 Many students face difficulty due to improper access to online education. Interrupted supply of power weak and unavailability of internet connectivity and inability to manage smart phone or other necessary devices are grave concern.…”

Section: Discussionmentioning

confidence: 99%

Impact of digital transformation in teaching and learning (TL) process of forensic medicine & other medical subjects due to COVID 19 lockdown: Medical student’s perspective

Haque

Khayal²,

Khan³

2021

IJFCM

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COVID-19 may have changed the 'physical classroom', but learning doesn’t stop. In global perspective, digitalization played a major role in medical education of forensic medicine and other subjects when COVID-19 lockdown forced. Physical classroom were not possible due to safety norms so as to maintain social distancing. Post lockdown continuing digital transformation got more momentum. Challenges and opportunities started coming in front for students and faculties. This study was done to analyze impact of transition of teaching methodology to students in medical institutions.

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“…However, current literature, as summarised above, provides a generalised appreciation of the interrelation between PPI and enhanced student engagement. It does not provide insights into how students' age, gender, race, religion, cultural orientation, sexual orientation, working and non-working and socioeconomic country contexts (developing versus developed) (Andrew, 2019;Sanger, 2020) influence the interrelation between PPI and student engagement. Kahu and Nelson's conceptual framework of student engagement supports the notion that students' experience of PPI is subjective to their cultural background and the learning institute's resources (Kahu & Nelson, 2018).…”

Section: Ppi and Engagement Of Students Of Different Characteristics And Contextsmentioning

confidence: 99%

“…Investigation of student engagement is a decades' old journey, but at the same time, it is an ongoing agenda in education systems (Holmes, 2018). Scholars indicate a global trend of increasing student diversity in higher education (Andrew, 2019;Perez, Robbins, Harris, & Montgomery, 2020;Sanger, 2020;Tanaka, 2019;Universities Australia, 2019). How student diversity shapes the themes of student engagement is an evolving process.…”

Section: Introductionmentioning

confidence: 99%

Can Peer to Peer Interaction (PPI) be a Global Theme to Promote Engagement in Students of Diverse Characteristics and Country Contexts

Siddiqui

Miah

Hasnain

et al. 2020

IJLTER

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Investigating postgraduate students' experience of peer-topeer interaction (PPI) to promote engagement, across diverse student characteristics and country contexts, is rare, but a task necessary to improve outcomes for increasingly diverse students in higher education. This study implemented a questionnaire survey in an Asian developing (i.e. Bangladesh; n=65) and a Western developed country (i.e., Australia; n=28) to address two research questions: first, is student experience of PPI to promote engagement consistent across developing and developed country contexts? Second, do characteristics of students influence their experience of PPI? In both contexts, PPI facilitated students' discussion of readings from different viewpoints, cognition to apply classroom learning to work and teamwork and practical problem-solving skills. In the developed country, students' age negatively correlated to engagement with readings (r=-.644) and cognition of applying classroom learning to work (r=-.649). In the developing country, age did not impact on the experience of PPI, whereas a lack of adequate technology had a negative impact. Working students in the developed country, unlike that of the developing country, were critical of relying on peers, reflecting the influence of individualism cultural orientation. The study implies PPIs can be a global theme to promote student engagement if developed in alignment with the pedagogy of social constructivism and academic and cognitive student engagement themes.

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Diversity, Inclusion, and Context in Asian Higher Education

Cited by 25 publications

References 68 publications

Gender and Sexual Diversity in Asian Universities

Gender and Sexual Diversity in Asian Universities

Impact of digital transformation in teaching and learning (TL) process of forensic medicine & other medical subjects due to COVID 19 lockdown: Medical student’s perspective

Can Peer to Peer Interaction (PPI) be a Global Theme to Promote Engagement in Students of Diverse Characteristics and Country Contexts

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