Using the double-edged sword: Instructors’ approach to diversity at a University in Hong Kong

Abstract

With the growing emphasis on interdisciplinarity and internationalisation in higher education, the classroom today becomes more disciplinary and culturally diverse. A high level of diversity may create precious opportunities for student learning but could also generate tensions for teachers and students. It is sometimes referred as a ‘double-edged sword’. This study aims to explore strategies and practices adopted by instructors in teaching a diverse classroom. Fourteen interviews have been conducted with instructors who taught Common Core courses in one university at Hong Kong. Common Core courses have been designed to broaden students’ horizons and develop their cultural awareness and competence. A Common Core class contains students from all disciplines and different cultures. The results show that the instructors were aware of the different backgrounds of students. Most felt it had made teaching more challenging and some had leveraged the diversity to create an energetic learning environment. Four major types of good practices have been identified: (1) providing specific guidance and support; (2) encouraging exploration of disciplinary and cultural related topics; (3) facilitating meaningful interdisciplinary and intercultural interactions; and (4) using students’ experiences as resources to enhance engagement. The findings also suggest that the disciplinary differences were perceived to exert a larger impact on the teaching and learning practices than the cultural differences based on nationalities.