Diversity in International Master Programs - Knowledge differences and group dynamics

Abstract

Reasons for facing knowledge diversity and mostly homogeneous groups among international
students within international master programs generally and more specifically
at LTH have been discussed. In order to reduce the knowledge differences,
teachers have to acknowledge this diversity as a first step. Different approaches
and solutions for organizing an international master program within an international
environment have been proposed. The suggested approaches exploit the students
cultural and academic diversity and adjust the programs policies step by step
from students’ pre-admission to post-admission, pre-arrival and interaction during
courses.
Interaction amongst heterogenous student groups have been highlighted as key
factor for achieving a substantial international education. Different approaches to
encourage students to interact with each other have been discussed. Suggestions
have been proposed on how to design course task in a suitable way, including cultural
and education information about individual student. Moreover, approaches for
initializing interaction among heterogeneous student groups have been presented.
Suitable ways on how to provide students with guidance on group work have
been discussed, helping students to efficient work together and exploit their cultural
diversities. The necessity of reflection has been emphasized, in order to build substantial,
culturally diverse, experiences and benefit from international teaching and
learning.