Diversity In Higher Education Research Articles

Race-Based Affirmative Action in Higher Education: Has a Decade Made a Difference?

Affirmative action has been at the center of political debate and discourse since its inception in the 1960s. In 1978, the U.S. Supreme Court legitimized the consideration of race as a factor in higher education admissions in University of California v. Bakke, finding diversity may be a compelling government interest. However, in the last decade, this debate has been particularly focused on whether race is an appropriate criterion for establishing diversity in higher education. Proponents of race-based affirmative action see this policy as a means to correct past discrimination, eliminate present discriminatory practices, and level the playing field for various minority groups. Opponents, however, see race-based affirmative action in terms of reverse discrimination, race-based preferential treatment, and a dated practice in our present day color-blind society. The Court’s decision in Grutter v. Bollinger in 2003 provided vague guidelines for race-based admissions for the 21st Century. However, just a decade later, the Court is re-evaluating its decision in the upcoming Fisher v. University of Texas at Austin. This case will determine the relevance of race-based affirmative action in the higher education application process. This decision will necessarily have a profound impact on the admissions practices available to universities nation-wide. It will also determine whether O’Connor’s 25-year prediction in Grutter was accurate or longer than necessary. Despite the outcome in Fisher, the use of race as a dividing factor in admissions is on the decline. Several states have already banned its use in order to create a more color-blind society. In order for our society to evolve, Americans can no longer see diversity as making sure different colors are in a room, but instead, focus on different ideas. Consequently, it is important to shape higher education admissions based on this different ideas and backgrounds. This Note will argue the most appropriate way to develop this new type of diversity is to replace race-based affirmative action with a system so as to consider socioeconomic status. Part II of this Note will take a brief look at the history of affirmative action in higher education admissions, including the public policy surrounding its implementation and the litigation it triggered. Part III will address the current status of affirmative action in university admissions and outline the arguments in the upcoming Fisher case. Finally, Part IV will show, as the Court is likely to rule race-based affirmative action unconstitutional, why an affirmative action policy based on socio-economic status (SES) would be an appropriate alternative to establish diversity, both in policy and legal terms.

Rethinking Research on the Impact of Racial Diversity in Higher Education

While the court-approved use of race in college admissions rests on the ability of institutions to produce educational benefits associated with diversity, existing research provides little practical insight for institutions, particularly with regard to the types of relations that foster such benefits. The authors review current research and conceptualizations in the study of racial diversity, revealing incomplete theories of socialization, unspecified mechanisms, and problematic assumptions. Using Gurin (1999) as a starting point, the authors propose a new framework and research agenda for examining the impact of racial diversity on students, integrating insights from network theory, social psychology, and sociology.

Racial microaggressions in the residence halls: Experiences of students of color at a predominantly White university.

Students of color often perceive the campus climate more negatively than do their White counterparts. Our study begins to uncover what students of color experience in residence halls. Using focus group data from a larger study exploring racial microaggressions at a predominantly White institution (PWI), we identified over 70 racial microaggressions experienced by African American, Asian American, Latino, and Native American undergraduate and graduate students. Through the use of the racial microaggression taxonomy developed by Sue et al. (2007), four racial microaggression themes were identified: (a) racial jokes and verbal comments, (b) racial slurs written in shared spaces, (c) segregated spaces and unequal treatment, and (d) denial and minimization of racism. Findings contribute to the literature by detailing the types of racial microaggressions that students of color experienced when living in residence halls at PWIs. Implications for diversity in higher education and recommendations for university administrators are discussed.

Equity and Critical Policy Analysis in Higher Education: A Bridge Still Too Far

This article examines the continuing gap between institutional practice and pedagogy, research and scholarship, and policy formation and analysis of equity and diversity in higher education. The article also provides brief summaries of the four major contributions of higher education scholars to this edition concerned with exploring different facets of, and approaches to, analyzing equity from a critical policy perspective. The article concludes with an impassioned call for researchers and scholars to become more insurgent and engaged in policy formation and analyses in an effort to not only inform but also to shape a sustainable equity agenda in higher education.

Understanding College Students' Spiritual Identities: Different Faiths, Varied Worldviews

This critical essay reviews Small’s (2011) book reporting research on the spiritual identities and discursive practices of college students in intrafaith and interfaith dialogue. Small’s recommendations and research methods are instructive and helpful to both scholars and practitioners in higher education and student affairs. This research opens new pathways for discussing faith diversity in higher education in ways that recognize issues of marginalization and supports true pluralism.

2. Using Creativity and Collaboration to Develop Innovative Programs That Embrace Diversity in Higher Education

This paper provides an example of an innovative solution to program development that addresses the diverse needs of teacher educators throughout various geographical locations in Florida, through a collaborative multi-university, muti-agency teacher training program funded by one collaborative grant. Innovation is driven out of need, and I will discuss how I identified the needs at my university and then utilized creativity and collaboration to network and obtain the grant, which then facilitated, developed, and taught in a new M.Ed. program in Arts and Academic Interdisciplinary Education. Program content and delivery were both planned around the diverse student population within the multi-university collaboration, with each university designing diverse programs to address the specific needs of their population but with the same concept of arts integration. Collaboration also occurred within each university: the College of Arts and Science and the College of Education. In addition, teachers were required to collaborate as coaches in their schools to train and support others in increasing arts integration in their schools.

Teachers' views of using e-learning for non-traditional students in higher education across three disciplines [nursing, chemistry and management] at a time of massification and increased diversity in higher education

The expansion of the higher educational sector in the United Kingdom over the last two decades to meet political aspirations of the successive governments and popular demand for participation in the sector (the Widening Participation Agenda) has overlapped with the introduction of e-learning. This paper describes teachers' views of using e-learning for non-traditional students in higher education across three disciplines [nursing, chemistry and management] at a time of massification and increased diversity in higher education. A three phase, mixed methods study; this paper reports findings from phase two of the study. One university in England. Higher education teachers teaching on the nursing, chemistry and management programmes. Focus groups with these teachers. Findings from these data show that teachers across the programmes have limited knowledge of whether students are non-traditional or what category of non-traditional status they might be in. Such knowledge as they have does not seem to influence the tailoring of teaching and learning for non-traditional students. Teachers in chemistry and nursing want more support from the university to improve their use of e-learning, as did teachers in management but to a lesser extent. Our conclusions confirm other studies in the field outside nursing which suggest that non-traditional students' learning needs have not been considered meaningfully in the development of e-learning strategies in universities. We suggest that this may be because teachers have been required to develop e-learning at the same time as they cope with the massification of, and widening participation in, higher education. The findings are of particular importance to nurse educators given the high number of non-traditional students on nursing programmes.

“More Aware of Everything”

At the intersection of the topics of migration and diversity in higher education lies the experience of people who grow up overseas, or who go overseas for education or military service, and then return as college students. This article addresses their experience, drawing from a series of exploratory interviews conducted—as part of a broader distributed research process on diversity—at one particularly diverse American university. The overseas experience, as would be expected, generally broadens student perspectives but also individuates them by first removing people from existing personal networks and established cognitive routines, then inserting them into new networks and cognitive patterns overseas, and finally reinserting them back into a “home” situation in the United States that is both familiar and now newly alien. The legacies of return thus include a resorting and reconfiguration of notions of self and identity as well as those of family, community, and nation. Overall, the process suggests a useful parallel between the student as traveler and the traveler as student. There is also a warning in this material that much human diversity involves very individualized experiences that may be overlooked in the more generalized literatures on education (especially higher education) and human mobility.

Student diversity in South African higher education

South Africa suffers from a scarcity of skills in key areas of the economy, and the higher education sector has a crucial role to play in enabling graduates to access the labour market, thus creating opportunities for households to break the poverty cycle. We argue that South Africa's survival depends on expanding access to higher education and improving both diversity and student-throughput rates. In order to overcome the legacy of legalised exclusion of the majority population from educational and economic opportunities, the country has no choice but to address issues related to the inclusion of diversity in higher education. In this paper, we outline the historical background to South Africa's higher education system during apartheid and highlight measures taken to transform the sector. Changes in the student population between 1993 and 2008 are examined, and factors hindering student diversity are discussed. Finally, two strategies aimed at contributing to access and diversity in higher education are shared. Key terms: South Africa; diversity; inclusion; poverty; skills.

<i>Neither Jew nor Gentile: Exploring Issues of Racial Diversity on Protestant College Campuses</i> (review)

Reviewed by: Neither Jew nor Gentile: Exploring Issues of Racial Diversity on Protestant College Campuses Dafina Lazarus Stewart Neither Jew nor Gentile: Exploring Issues of Racial Diversity on Protestant College Campuses. George Yancey. 2010. New York: Oxford University Press. 200 pp. Hardcover: ISBN 978-0-19-973543-3 ($29.95). George Yancey's (2010) latest book continues his research concerning Protestant colleges and issues of racial diversity in this institutional context. The book reports findings of Yancey's study of the matriculation and graduation of students of color at these institutions as well as the perceptions of various institutional diversity initiatives by both racial majority students and racial and ethnic minority students. Yancey uses his findings to make several recommendations to predominantly White Protestant colleges to bolster their recruitment and retention of racial and ethnic minority students and improve the effectiveness of institutional diversity initiatives. The book is organized in seven chapters. The initial chapters provide a context for discussing issues of racial diversity in higher education (chapter 1) and then in predominantly White Protestant colleges (chapter 2). Yancey's review of the literature regarding general differences found between how Whites and non-Whites understand race and racism is thorough and insightful. In chapter 2, Yancey also presents survey data from 161 colleges on the diversity initiatives likely to be used by predominantly White Protestant colleges, distinguishing those initiatives more likely to be used by either mainline versus conservative (defined as those institutions with denominational affiliations or sponsorships that are recognized as fundamentalist or evangelical Christian in theology and dogma) institutions. Beginning with chapter 3, Yancey then proceeds to walk the reader through the data from his study, first reporting the correlational study of factors related to matriculation and graduation of racial and ethnic minority students at the predominantly White mainline and conservative Protestant colleges in his survey sample. Yancey distinguished among those factors significantly related to matriculation and graduation of African American, Hispanic American, Native American, and Asian American college students and found that different initiatives were correlated to the matriculation and graduation of students from each of these four racial and ethnic groups. Among his findings were that the celebration of heritage months and multicultural student organizations were significantly correlated to the matriculation and graduation of African American and Native American college students. For Hispanic American and Asian American college students, their matriculation and graduation were significantly correlated to the presence of diversity-related courses in the curriculum and faculty [End Page 915] from racial and ethnic minority groups. Yancey suggests that differences among these groups' racialized experiences in the United States may account for these differences. In chapters 4 and 5, Yancey reports data from students themselves, both White (chapter 4) and non-White (chapter 5), sharing their perceptions of the effectiveness of various institutional diversity initiatives on changing the racial climate of their campuses and increasing majority student understanding of issues of race and racism. A total of 460 students from ten colleges completed the survey, 324 self-identifying as White and the remainder self-identifying as Black (45), Hispanic (31), Asian (25), multiracial (23), or other (10). The final two chapters, chapters 6 and 7, discuss the implications of Yancey's findings. In chapter 6, Yancey particularly focuses on what he identifies as his most notable findings, including the effect of having racial and ethnic minority faculty. He concludes the book in chapter 7 by offering specific recommendations for Protestant colleges and exploring the transferability of his findings for non-Protestant predominantly White colleges and universities. Although a significant body of literature exists that has studied issues of racial diversity in U.S. higher education, which Yancey reviews in the first chapter, there has been no research that particularly examines the unique institutional context of sectarian higher education and Protestant colleges, in particular. Yancey's research stands as a notable effort to fill this void in the literature. Moreover, Yancey's careful attention to the potpourri of existing institutional diversity initiatives and the realization that these initiatives may differentially influence the academic persistence and experiences of students with respect to race is laudable. Also noteworthy is Yancey's recognition that it was important to study...

Religious Affiliation and College Student Development: A Literature Review and Synthesis

The study of religious diversity in higher education stands at a critical juncture. Recent research on the topic has provided new understandings of the relationships between college student religion and spirituality, well-being, and institutional religious affiliation. This article presents the most current knowledge in the field and shares the authors' recent research. The most important findings concern the role of religious privilege and marginalization, along with institutional factors such as faculty involvement and a culture of ecumenism, in predicting student growth.

Constructing Outsiders: The Discursive Framing of Access in University Diversity Policies

This article investigates how discourses circulating in diversity policies reflect and produce perceptions about diversity in higher education. This study, utilizing the method of policy discourse analysis, examines 21 diversity action plans issued at 20 U.S. land-grant universities to understand how these policy documents frame diversity. Analysis revealed dominant discourses of access that construct images of the diverse person as an outsider . Findings suggest that well-intentioned attempts to create a more inclusive campus climate may unwittingly reinforce practices that support exclusion and inequality.

Using Appreciative Inquiry To Promote Diversity In Higher Education

The topic of diversity and inclusion often evokes negative responses either spoken or unspoken. The importance of common language and promoting trust are necessary to begin dialogue. Appreciative Inquiry as a philosophy and approach began in the 1980’s and was formalized as an application in organizational change. The major principles of Appreciative Inquiry have informed the philosophy of Appreciative Leadership, the relational capacity to convert creative potential and to transform it into positive power. In addition to organizational change, the core values have been applied to social issues, team building, individual relationships, and global and international affairs. Appreciative Inquiry is a strength-based process through which people act in partnership to determine and co-create how to move an organization forward. As the importance of diversity and inclusion has become better recognized, social systems have become less homogeneous in fact and in our understanding of them. The principles and core values of Appreciative Inquiry can be applied to workshops on diversity. Rather than shame and blame, a workshop such as, Opening Doors: A Personal and Professional Journey, is based on recognition and appreciation of the many dimensions of diversity. The focus of these educational workshops is to provide tools for engagement and the deconstruction of the paradigms that have given rise to the various oppressions. The model is a collaborative relationship with allies and those who are empowered to be advocates for positive personal change and for the good of the whole. Thus the concept of fostering inclusion in diversity includes and not limited to position, religion, gender, ethnicity, age and other invisible identities. The goals are to create a welcoming, safe, and inclusive environment for all and to give voice to those who have been silenced. The program has been delivered to universities, human service agencies, government and community organizations in the United States and internationally. Results from a small sample of participants from a major university are presented. The data represent an overall view of the effectiveness and acceptance of the program as an alternative to the traditional workshops on diversity. Subsequent activities include sharing of resources and using discretionary power to interrupt oppressive behaviors and to give voice to the voiceless.

Competition and diversity in higher education: an empirical approach to specialization patterns of Portuguese institutions

The expansion of higher education systems has often been associated with the need for increasing diversification, namely at the program level, based on the pressures to adapt more general programmes to a more diverse student population and multiple regional, social, and economic needs. This paper explores empirically the question of programme diversity by drawing on the Portuguese higher education’ experience, which presented massive expansion during the last decades and significant institutional competition in recent years. The study provides a longitudinal approach and analyzes in detail the evolution of diversification and specialization of the public and private sectors, as well as the university and polytechnic subsectors. The analysis aims at helping to illustrate the relevance of analysing diversity from an empirical point of view and its contribution to our understanding of the complex relationships between competition and diversity in contemporary higher education.

Student Bodies, Past and Present

This article examines how the field of college health has evolved over time to address the needs of an increasingly diverse student population. The central argument is that college and university health programs developed in conjunction with shifting standards of medical care and public health practices in the United States. The author reviews the role of college health programs as public health agencies for campus communities, and describes contemporary public health challenges facing college campuses. She shows how the history of college health is intertwined with the history of diversity in higher education. In particular, the author outlines how the growth of health services made higher education accessible to women, racial minorities, veterans, and persons with disabilities.

Ethnic and Racial Administrative Diversity: Understanding Work Life Realities and Experiences in Higher Education (review)

Reviewed by: Ethnic and Racial Administrative Diversity: Understanding Work Life Realities and Experiences in Higher Education Denise O'Neil Green, Associate Vice President Jerlando F. L. Jackson and Elizabeth M. O'Callaghan. Ethnic and Racial Administrative Diversity: Understanding Work Life Realities and Experiences in Higher Education. San Francisco: Wiley Periodicals, 2009. 95 pp. Paper: $29.00. ISBN-978-0-4705-8814-7. In the 2003 U.S. Supreme Court ruling of the Grutter v. Bollinger case, diversity research in higher education was recognized for its contributions in demonstrating that ethnic and racial diversity among students, faculty, and staff greatly benefits student learning. Since that time, higher education [End Page 710] scholars have continued to investigate aspects of diversity and its impact with respect to students and faculty. However, diversity among the administrative and executive ranks has received less attention in the literature and in practice. If diversity is, in fact, a compelling interest for society, then higher education leaders and researchers alike need a better understanding about the ways in which diversity is achieved and experienced among the administrative ranks within colleges and universities. How diverse are the ranks and what can institutions do to improve the structural diversity of their administration? What challenges do people of color face in entering and advancing in administration? What are their experiences and what coping strategies do they employ? In Ethnic and Racial Administrative Diversity: Understanding Work Life Realities and Experiences in Higher Education, Jerlando Jackson and Elizabeth O'Callaghan address these important questions by presenting an analysis of relevant literature and two national datasets from 1999. While college and university leaders articulate the need to increase racial and ethnic diversity among administrators, stating the need is often easier than pursuing and achieving change. The authors provide a thoughtful discussion that goes beyond the traditional theoretical frameworks and anecdotal information that are so often relied upon but do not yield desirable results. The book consists of five chapters. In Chapter 1, the introduction and overview, the authors outline the growing concern for the lack of people of color in senior-level positions which both results from and perpetuates a lack of a commitment to ethnic and racial diversity. They highlight empirical studies and news articles that speak to the difficulty in hiring and retaining people of color in administrative higher education posts, particularly at predominantly White institutions. Jackson and O'Callaghan then introduce two relatively new concepts to justify the importance of workforce diversity in higher education: representative bureaucracy and retention. They describe these concepts in detail to underscore their relevance to higher and postsecondary education. The remainder of the introduction briefly describes the literature review underlying the book and overviews the subsequent chapters. Chapter 2, "Status of Ethnic and Racial Diversity in College and University Administration," begins with a description of what constitutes the administrative workforce examined in the book, including both academic affairs leaders and student affairs practitioners. With the unit of analysis defined, the authors present sixteen tables detailing the distributions of the aforementioned groups by race/ethnicity and demographic, career/ job, and institutional variables. Drawing upon two 1999 datasets, the National Study of Postsecondary Faculty (NSOPF) and a study by the National Association of Student Personnel Administrators (NASPA), the authors make comparisons for both student and academic affairs personnel by race/ ethnicity. Although the data are relatively dated, the authors indicated that, based on more recent trend analysis, the 1999 datasets reflect today's demographic trends. The chapter concludes with several notable observations. First, people of color enter administrative positions earlier in their careers than their White counterparts, which has a negative correlation with their attaining such senior-level positions as provost or dean. Second, women of color hold more student affairs positions than White men or men of color. Finally, institutional type and geographic location correlate with the likelihood that people of color will hold administrative positions at a particular college or university. Although the analysis is primarily descriptive statistics, it is very instructive and fills a disturbing void in the literature. In Chapter 3, the authors articulate the barriers that frequently face people of color as they pursue careers in administration. Jackson and O'Callaghan suggest that...

Benchmarking Student Diversity at Public Universities in the United States: Accounting for State Population Composition.

Regions rely at least partially on the internal production of a qualified workforce in order to maintain their economic competitiveness. Increasingly, at least from a university or corporate point of view, a qualified workforce is viewed as one that is racially and ethnically diverse. However, the conceptualization and measurement of ethnic and racial diversity in higher education appears to be often based on normative values rather than solid benchmarks, making any regional comparisons or goals difficult to specify. Ideally, at least as a starting point, public state universities would, while attempting to increase overall student diversity, benchmark their progress against the state population composition. This paper combines enrollment data from the National Center for Education Statistics (NCES) with U.S. Census Bureau population estimates data to provide a point of comparison for state universities. The paper has two goals: first a university-level comparison of diversity scores, as measured by the interaction index and, second, an analysis of how university student population composition compares to that of the population the university was originally intended to serve - the state population.

Diversity's Promise in Higher Education: Making It Work (review)

Reviewed by: Diversity's Promise in Higher Education: Making It Work Christine A. Stanley Daryl G. Smith, Diversity's Promise in Higher Education: Making It Work. Baltimore, MD: The Johns Hopkins University Press, 2009. 333 pp. Hardback: $50.00. ISBN: 978-0-8018-9316-2. One of the most compelling and vexing issues that has troubled academic institutions for years and may well be with us for years to come is how to deliver on the promise of making diversity work in higher education. While there is a substantial body of research on diversity in higher education, this book draws on some of the existing research, which spans more than 40 years, to address the issue from a variety of critical perspectives. The book is divided into four parts. Part 1 focuses on "The National Imperative," Part 2 on "Reframing Diversity," Part 3 on "Building Capacity by Interrupting the Usual," and Part 4 on "What Will It Take?" [End Page 521] Daryl G. Smith, a senior scholar and much sought-after authority on diversity in higher education, begins the Preface with a simple, yet profound statement that undergirds the very essence of issues raised in the book, as well as for humankind, "I see the significance of diversity everywhere" (p. vii). In Part 1, she examines the national and global context for diversity in higher education. Too often, we engage in vigorous discussions of diversity and social justice without contexualizing these issues. A serious problem that results is a lack of attention to research on changing demographics, the health of our democracy and community, the contributions of indigenous peoples, the history and legacies of injustice directed toward marginalized groups in our society, and how institutions are, by nature, characterized as workplaces. Furthermore, the national and global contexts demand attention to the role that identity plays in human diversity. The human dimensions of diversity—age, cultural identity, gender identity or expression, nationality, physical and mental ability, political and ideological perspectives, racial and ethnic identity, religious and spiritual identity, sexual orientation, and social and economic status, for example—are complex, multiple, and intersecting. These relationships are further complicated, as Smith asserts, when we add workplace layers such as institutional identity and culture, power and privilege, micro-aggressions, tokenism, and firm beliefs and arguments on what constitutes critical mass. This is the essence of Part 1. Readers who are not convinced by the arguments made in Part I should read Parts 2, 3, and 4 for additional information. Part 2 offers an inclusive and differentiated framework for diversity in higher education. Smith begins the discussion of her framework by drawing a thought-provoking parallel between diversity and technology, where she posits that we must move the diversity discourse from one that is perceived as "narrow and static" to one that is an "institutional imperative" (p. 47). In this section, she conceptualizes her framework with a view of the institution's mission at the center with other issues connected to it—such as campus climate, inter-group relations, access and success, education and scholarship, and "institutional viability and vitality" (p. 64). She also summarizes and reviews diversity in higher education for the past 40 years, taking a look at the growth in higher education institutions by sector, student enrollment data, graduate and professional school data, the gender gap, faculty demographics, demographic changes by race and gender, administrative demographics, emerging issues with counting, disaggregation, unknown students, the achievement gap, and the age-old question that plagues and challenges traditional admissions indicators, "What counts as merit?" Part 3 begins with identifying talent in the academy, where she argues convincingly from the research for faculty diversity, enumerates troubles with the hiring process, examines the conditions for faculty hiring and retention, and discusses what counts as excellence. In addition, phenomena such as the problem with incremental (single-hire) search processes, the decentralization and siloing of faculty hiring, cluster hiring, over-scrutiny and bias in the search process, special hires, and legal issues are presented thoughtfully and discussed with careful attention to how we identify and sometimes unintentionally thwart faculty talent, hiring, and advancement in higher education. Part 3 also pays attention and adds to the growing body of...

Engaged learning: A pathway to better teaching

In view of the fact that diversity in higher education has increased, it has become critical to deal with the needs of non-traditional students, and especially the students underprepared for the demands of higher education. In an attempt to address this issue and answer the question, ‘How can underprepared students be encouraged to become more effective learners?’, the article explores engaged learning. The emphasis is on the identification of educational approaches that lessen the negative impact of underpreparedness on student learning. The investigation, based on an exploratory and descriptive approach, was intended to serve as a platform for higher education educators to share perspectives and experiences on teaching and learning practices that have produced positive results in general and, in particular, when dealing with the underprepared. The findings of the investigation, which include views from the literature, suggest that engaged learning might be an effective educational approach to scaffold the underprepared to learn more effectively.

Why Interculturalisation? A neo‐Marxist approach to accommodate cultural diversity in higher education

The paper offers a neo‐Marxist framework of interculturalisation to accommodate the increasing cultural diversity in the internationalisation of higher education with specific reference to Chinese students in New Zealand. At present, there are few official strategies in place to provide for the needs of international students in New Zealand universities. Tolerance is often promoted to cope with differences in general, but this notion is not sufficient to embrace and encourage cultural diversity in higher education. The paper reviews neoliberal and neo‐Marxist perspectives of interculturalism/interculturalisation. In order to move beyond mere tolerance of cultural diversity, which is seen as a problem to be overcome, the paper concludes that a national and institutional policy for internationalisation in higher education should be underpinned by neo‐Marxist principles of interculturalism.