Influence of ethnic-related diversity experiences on intercultural sensitivity of students at a public university in Malaysia

Tamam, Ezhar; Abdullah, Ain Nadzimah

doi:10.1007/s12564-012-9212-2

Cited by 14 publications

(5 citation statements)

References 26 publications

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“…In Malaysia and Hong Kong, 53% and 47%, respectively, of higher education researchers publish on topics associated with the teaching and learning approach. This reflects the perceived need for knowledge of how to improve students' learning experience, and also the need to cope with a much more ethnically and nationally diverse core of tertiary education students enrolled in these country's higher education institutions, especially when compared with China and Japan (Min and Chau 2012;Tamam and Abdullah 2012). It is reasonable to argue, however, that the greater collaboration across thematic groups in Hong Kong when compared to Malaysia may be related to the maturity and internationalization of the higher education research community in Hong Kong.…”

Section: Co-authorship and Citation Network In Each Countrymentioning

confidence: 99%

Higher education research in Hong Kong, Japan, China, and Malaysia: exploring research community cohesion and the integration of thematic approaches

Kim

Horta

Jung

2015

Studies in Higher Education

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This article analyzes higher education research published in international higher education journals by researchers from China, Hong Kong, Japan, and Malaysia from 1980 to 2013. It does so based on publication counts, and co-authorship and cross-citation mapping, examining these countries' publication patterns in terms of thematic approach and community cohesion. The results show that each country has experienced distinct evolutions of higher education research, both in terms of the number of publications and thematic diversity. The research organization analyzed by co-authorship networks shows that higher education researchers in Hong Kong tend more to integrate two higher education research approaches -teaching and learning, and policy studies -into their research work. It is also in Hong Kong where most higher education researchers focus their research on both teaching and learning, and policy topics. Higher education researchers in China, Japan, and Malaysia are more thematically specialized in terms of both their positioning and their co-authorship preference. These findings suggest that a broader integration of different thematic areas may be linked more to path-dependent and contextual characteristics than to differences related to the development stage of higher education systems. This is confirmed by the crosscitation analysis, which shows that higher education researchers based in Hong Kong tend to cite each other more frequently than do those based in Japan, China, and Malaysia, suggesting a much greater community cohesion in Hong Kong than in these other countries. The findings highlight that while the maturity of a higher education system influences community cohesion, other factors influence thematic leaning and integration.

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Section: Co-authorship and Citation Network In Each Countrymentioning

confidence: 99%

Higher education research in Hong Kong, Japan, China, and Malaysia: exploring research community cohesion and the integration of thematic approaches

Kim

Horta

Jung

2015

Studies in Higher Education

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“…Therefore, the way of improving communication and integration has become one of the most hotly debated foci for all social sectors/communities in China. It is worth mentioning that Minzu universities (i.e., a university with students of different ethnic groups) provide a platform for communication for college students from all ethnic groups, and have also facilitated exchange, communication, and integration among people [ 1 ]. However, the multi-ethnic communication pattern created by a certain university could cause psychological conflicts, as conducting studies away from one’s hometown in a new environment may not be comfortable for students in terms of their values, customs, habits, etc.…”

Section: Introductionmentioning

confidence: 99%

The Relation between Intergroup Contact and Subjective Well-Being among College Students at Minzu Universities: The Moderating Role of Social Support

Zhang

Yang

et al. 2023

IJERPH

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Although Minzu universities provide a platform for communication for college students from all ethnic groups, the multi-ethnic communication pattern could influence students’ well-being. To improve the well-being of these minority college students, this study analyzed the impact of intergroup contact on subjective well-being, as well as the moderating role of social support. Through a cross-sectional investigation, 860 valid data were collected from the Ningxia Hui Autonomous Region. The results found that the quantity of intergroup contact, the quality of intergroup contact, and the global intergroup contact could positively predict the subjective well-being of students at Minzu universities. Social support had a positive moderating effect. That is, the stronger the social support, the stronger prediction it had on subjective well-being from the quantity of intergroup contact, the quality of intergroup contact, and the global intergroup contact among college students at Minzu universities. Therefore, based on the methods of increasing contact opportunities, improving contact quality, and enhancing social support, Minzu universities can increase the interaction among students from all ethnic groups and so, further improve the subjective well-being of college students.

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“…Scholar rarely did the concept of examining diversity engagement's influence on civic outcome in Malaysia context. There are some studies [8,9,10,11,12] on civic responsibility from cultural-related diversity engagement and peer civic talk among final year undergraduates. However, in the study, the scholar did not use meaningful interaction as a moderator.…”

Section: Introductionmentioning

confidence: 99%

Relationship among Level of Participation of Diversity Engagement Activities, Perceived Campus Climate, Meaningful Interaction and Sense of Civic Responsibility of Undergraduate Students in Malaysia

Phing¹,

Bolong²,

Waheed³

et al. 2021

Procedings of the 1st ICA Regional Conference, ICA 2019, October 16-17 2019, Bali, Indonesia

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Twenty-first century is an increasingly diverse society and interdependent global community. Due to changing demographics in higher education and increasing demands of the educative value of diversity in need, "twenty-first-century college student diversity outcomes" is a term used to describe the skills necessary for college graduates to function in the diverse world. This study is to examine the relationship between the level of participation in curricular diversity engagement activity, co-curricular diversity engagement activity, level of campus climate, and level of participation in meaningful interaction with a sense of civic responsibility. It also tested the level of meaningful interaction as a moderator between the relationship of level of participation in curricular, co-curricular and civic responsibility among students. This study was adopting purposive sampling, 1.420 respondents of different ethnicities at six Malaysia universities involved. Survey through selfadministered questionnaires was used in this study. Social Package for the Social Sciences (SPSS) and Structured Equation Modelling (SEM) with Partial Least Squares (PLS) used for analysis. The findings provided useful information to better understanding regarding the level of participation of students in diversity engagement activity and their sense of civic responsibility. This findings also could be used by the university to enhanced curricular and cocurricular diversity engagement activity and campus climate that support diversity.

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Influence of ethnic-related diversity experiences on intercultural sensitivity of students at a public university in Malaysia

Cited by 14 publications

References 26 publications

Higher education research in Hong Kong, Japan, China, and Malaysia: exploring research community cohesion and the integration of thematic approaches

Higher education research in Hong Kong, Japan, China, and Malaysia: exploring research community cohesion and the integration of thematic approaches

The Relation between Intergroup Contact and Subjective Well-Being among College Students at Minzu Universities: The Moderating Role of Social Support

Relationship among Level of Participation of Diversity Engagement Activities, Perceived Campus Climate, Meaningful Interaction and Sense of Civic Responsibility of Undergraduate Students in Malaysia

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