When east meets west: Understanding learning diversity among diverse student populations in a Hong Kong university

Abstract

Introduction: Diversity in academic learning environment is crucial to student learning, and it brings opportunities of enhancing the interactions among cross-cultural student body and encouraging students to enhance their capabilities in intercultural understanding and global citizenship. The purpose of this study is to examine the extent to which students’ perceptions of learning environment, learning outcomes and engagement vary among local and non-local students in a Hong Kong university. Methodology: Data collection was based on mixed methods. Quantitative data were collected from an annual student learning experience questionnaire over a span of five years on more than 10,000 student responses covering multiple student cohorts, various education and cultural backgrounds and diverse disciplines. Qualitative data were gathered from focus group interviews with over 100 first and final year students. Results: Overall, local and non-local students generally perceived positive learning experiences throughout their four-year university studies under the new four-year curriculum in Hong Kong. Substantial differences of the perceptions between the two groups were revealed at several dimensions of their perceived learning environment and learning outcomes as well as university engagement (e.g., participation in activities outside classroom), and such differences varied over disciplines and cross-cultural student populations. Conclusion: The findings draw attention to dimensions of learning diversity that may be present in student learning inside and outside tertiary classrooms, could make practical implications for informing curriculum design and enhancing learning and teaching, and may also have relevance to other higher education institutions with similar cross-cultural student populations.