ABSTRACT
The increase in student numbers and diversity is creating both challenges and opportunities for universities in terms of the effective delivery of an internationalised, inclusive curriculum (see Caruana & Ploner, 2010 and further relevant literature reviewed by Caruana and Spurling, 2007). In 2006, a three-year Teaching Quality Enhancement Fund (TQEF) project was undertaken at the University of Bath to identify learning and teaching strategies that make, or could make, our courses more inclusive to our increasingly diverse student population (Diversity in Academic Practice Project). Initial findings from this study identified the main barrier to inclusive learning to be a lack of student integration, particularly but not exclusively, between home and international students. Although not unexpected, these findings clarified the need to identify new approaches to meet the University’s Learning and Teaching Strategy statement of ‘capitalising on the benefits of the multicultural learning environment’.
