NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ777689
Record Type: Journal
Publication Date: 2007-Oct
Pages: 13
Abstractor: Author
Reference Count: 38
ISSN: ISSN-1356-2517
Indigenous, Pre-Undergraduate and International Students at Central Queensland University, Australia: Three Cases of the Dynamic Tension between Diversity and Commonality
Bowser, Don; Danaher, Patrick A.; Somasundaram, Jay
Teaching in Higher Education, v12 n5-6 p669-681 Oct 2007
While diversity and commonality are not necessarily contradictory aspirations in relation to contemporary teaching in higher education, they exist potentially in a state of dynamic tension, fostered by market-based and government-induced policies that strive to have the largest and widest possible client- or customer-base, while reducing costs by standardising delivery and assessment. This paper explores this dynamic tension between diversity and commonality through three empirical cases of different types of students at Central Queensland University in Australia: Indigenous, pre-undergraduate and international students. The paper presents an analytical synthesis of the particular teaching strategies developed by academic staff working with students in each case: experiential learning, transformative learning and culturally-situated pedagogy. The authors argue that these strategies constitute a potentially effective means of helping to resolve the dynamic tension between, and of unravelling the Gordian knot linking, diversity and commonality in Australian contemporary higher education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia