The Perceived Impact of Intercultural Awareness on Peer Interaction: Study of a UK University

Research output: Chapter in Book/Report/Conference proceedingChapter

5 Downloads (Pure)

Abstract

This paper explores the impact of intercultural awareness on students’ interaction with peers in a UK university. Chinese Master’s students and their peers from non-Chinese backgrounds are selected for the study to explore whether their experience of peer interaction is affected by their understanding of different culture and different approaches to learning. The distinct experiences of these two groups of students offer invaluable insights into the challenges that students often encounter in a multicultural learning environment. Using the intercultural awareness model proposed by Baker (2011), this paper presents perspectives into understanding the link between peer interaction and how students mediate and negotiate between different cultural frames of reference. It offers practical suggestions for universities to foster inclusive learning environments by increasing opportunities for students to practise and demonstrate intercultural awareness.
Original languageEnglish
Title of host publicationThe Three Cs of Higher Education
Editors R. M. O Pritchard
PublisherCEU Press
Pages169-184
Number of pages15
ISBN (Print) 978-963-386-327-5
Publication statusPublished - 1 Sep 2019

Fingerprint Dive into the research topics of 'The Perceived Impact of Intercultural Awareness on Peer Interaction: Study of a UK University'. Together they form a unique fingerprint.

  • Cite this

    CHENG, MING. (2019). The Perceived Impact of Intercultural Awareness on Peer Interaction: Study of a UK University. In R. M. O. Pritchard (Ed.), The Three Cs of Higher Education (pp. 169-184). CEU Press.