Diversity management and students' cross-border learning experiences at selected Ethiopian universities

Abstract

The key purpose of this research was to interrogate how cross-border learning experiences of students, who are culturally diverse in terms of ethnicity, language and religion at Ethiopian universities, can and should be managed. An important aspect of this study was determining the relationship between unofficial strategies which are employed at the three selected universities to address cultural diversity and students’ cross-border learning experiences which resulted from them. Conceptual and theoretical frameworks from Sociology, Education Management and learning theories guided this study which was informed by a literature study on addressing socio-cultural differences of students at national and international levels. Qualitative empirical information was collected mainly through individual and focus group interviews with information-rich participants, namely senior management personnel, Student Service officials, lecturers and students. Although the contextual literature review showed that inter-group hostility amongst ethnic, linguistic and religious diverse students prevailed at universities, despite the implementation of the multicultural policy adopted in Ethiopia, empirical findings, however, indicated that management provisions in terms of lodging and catering services, co-curricular activities and teaching and learning processes promoted cross-border learning experiences that enhanced inter-group understanding, as well as the academic skills of culturally diverse students. Diversity sensitive lodging, multilingual services at Student Service units, inclusive co-curricular activities and diversity sensitive group learning activities, which involved heterogeneous grouping of students, promoted the development of the self and others across ethnic, religious and linguistic lines and brought about a decrease in mistrust and suspicion and hostility towards students of other backgrounds. Based on the findings, a model for officially incorporating strategies which advance cross-border learning experiences within management processes at higher education institutions was developed to further the realisation of cross-border learning experiences by means of measures which are rooted in Student Service units and teaching and learning processes These should be developed as an alternative for the multicultural teaching programmes which find expression in Civic and Ethical Education and Communicative English Skills courses to advance the cross-cultural development of students.