Hopeful Cross-Cultural Encounters to Support Student Well-Being and Graduate Attributes in Higher Education.

Autor/inn/en	Daddow, Angela; Cronshaw, Darren; Daddow, Newton; Sandy, Ruth
Titel	Hopeful Cross-Cultural Encounters to Support Student Well-Being and Graduate Attributes in Higher Education.
Quelle	In: Journal of studies in international education, 24 (2020) 4, S. 474-490Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1028-3153; 1552-7808
DOI	10.1177/1028315319861362
Schlagwörter	Interkulturelle Kompetenz; Curriculum; Internationalisierung; Interreligiöser Dialog; Internationalität; Vielfalt; Student; Australien
Abstract	The impetus to ensure Australian students, once enrolled, complete their university qualification has become more pressing. Student retention impacts funding in a tight fiscal environment and is used as a benchmark for quality performance. Evidence of increased levels of psychological distress in university students threatens this retention. Risks to student well-being can be compounded for diverse and international students with vulnerabilities that include social isolation, negotiating cultural difference, and marginalization. This article reports on the evaluation of an extracurricular program available to all students in an Australian university that enabled respectful interfaith and cross-cultural dialogue, called Finding Common Ground. The program sought to reduce social isolation, support mature religious expression, counter marginalization, and strengthen graduate attributes. The research highlighted hopeful and surprising cross-cultural encounters, impacted positively on student well-being, enhanced cross-cultural learning, and disrupted the propensity for polarization or "silence" in university (and social) discourse on religious beliefs. (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2021/2