Abstract
By many measures, the higher education classroom is becoming more culturally diverse and recent years have seen a steady increase in the number of international students studying at UK universities. Using Bennett’s (1986, 1993) Developmental Model of Intercultural Sensitivity (DMIS) and the recent re-developments it has received from Hammer, Bennett and Wiseman (2003), this study aims to measure the extent to which both home and international students are interculturally sensitive towards each others’ needs in a post-92 British University. Using a cohort of undergraduate students this research identified emerging problems and benefits associated with cultural differences with international students progressing toward ethnorelative stages and UK students retaining ethnocentric attitudes.
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