As diversity in UK Higher Education Business Schools increases, the focus on ethnically diverse student achievement, experience, and attainment becomes prominent. This thesis investigates the role of Business School academics and Business School institutions in shaping a pedagogical process that is culturally responsive, to support the changing needs and expectations of ethnically diverse students. In order to achieve this the thesis introduces the five-pillar framework, which has been specifically designed and developed to help academics develop consistent pedagogy for ethnically diverse students. In order to investigate this in more detail, the research undertook a constructionism approach and employed the use of methodological tools including interviews, memoing and document analysis. By the end of the data collection process twenty-two rich interviews had been collected. The findings of the research where quite clear that the development of pedagogy is inconsistent across academia and training support and guidance is needed to help academics develop their skills and confidence in creating pedagogy for culturally diverse students. In addition, it was identified that many institutions could provide more support in creating policies and procedures which reflect the changing reality of ethnic diversity in UK higher education. Institutions could also do more in supporting academic staff with finding a balance between research, teaching and administration and hence allow for more time to create culturally responsive pedagogy. Finally, this research advocates the implementation of a cultural consciousness in UK higher education which moves away from culturally responsive teaching and towards culturally responsible teaching.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:681997 |
| Date | January 2015 |
| Creators | Jabbar, Abdul |
| Contributors | Mirza, Mohammad |
| Publisher | University of Huddersfield |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.hud.ac.uk/id/eprint/26943/ |
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