Cultural Diversity and Classroom Experience: A Phenomenological Case of Graduate Students’ Response to New Classroom Experience
In this study we analyse students’ lived experiences in a cross-cultural classroom context, with the aim of understanding: (1) What is the impact of a culturally diverse classroom experience on graduate school students’ learning? (2) Which larger ramifications, if any, exist from this experience?...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
International School for Social and Business Studies
2015-11-01
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| Series: | International Journal of Management, Knowledge and Learning |
| Subjects: | |
| Online Access: | http://www.issbs.si/press/ISSN/2232-5697/4_221-239.pdf |
| Summary: | In this study we analyse students’ lived experiences in a cross-cultural classroom
context, with the aim of understanding: (1) What is the impact of a
culturally diverse classroom experience on graduate school students’ learning?
(2) Which larger ramifications, if any, exist from this experience? The
participants were PhD and Masters Students in a university in Thailand. This
was a phenomenological study. Themes emerging from complex cultural practices
of international students, professors and Thai students inform, hinder
and promote learning. Findings from this study can inform pedagogy particularly
at graduate school level, where cultural diversity matters in classroom
experience. |
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| ISSN: | 2232-5107 2232-5697 |