Navigating learning and teaching in expanding culturally diverse higher education settings

Figures & data

Table 1. Interview guide.

Student Interview Guide

Teaching faculty interview guide

Tell me about your experiences of learning in culturally diverse classrooms. Tell me what it was like for you to learn with students from a cultural background different to yours. Can you tell me about the benefits and can you talk about any challenges you experienced of learning in a culturally diverse classroom. What enabled and hindered your learning within culturally diverse classrooms? What can we do to enhance your experience? Is there anything else that you would like to share?

Tell me about your experiences of teaching in culturally diverse classrooms. Tell me what it was like for you as an educator in teaching and facilitating learning when there is widening cultural diversity among the student population. Can you tell me about the benefits and can you talk about any challenges you experienced of teaching in a culturally diverse classroom. What enabled and hindered your teaching abilities and meeting the needs of a widening culturally diverse student population? What can we do to enhance the learning or teaching experience? Is there anything else that you would like to share?

Table 2. Phases of thematic analysis.

No.	Phase	Process
1	Becoming familiar with data	Prepared, organised and transcribed the audio interviews data verbatim Each member of the analysis team listened to the audio recordings and read the transcripts Checked and confirmed accuracy of transcripts Familiarisation with the data Made notes and noted first impressions of the data.
2	Initial codes generated	Each analysis team member independently sifted and worked through each transcript identifying similar words and phrases. Explored commonalities and differences Separately organised data Commenced initial coding transcripts independently for relevancy to the research question Researchers (BO’B, MMG, and JMcC) compared codes, discussed and modified Agreement and final consensus on codes
3	Searching for themes	Initially BO’B, MMG, and JMcC of the analysis team provisionally grouped codes. Individually identified significance of generated codes Identified patterns, and began coming up with themes Examined and regrouped codes together into a theme.
4	Initial themes reviewed	Provisionally grouped codes. Themes were reviewed against the transcripts Collectively modified and developed initial themes Critical discussion of themes (BO’B, MMG, and JMcC)
5	Naming and defining themes	Refinement and refocussing of the themes in relation to research aim and question Related themes to each other Consensus of final overarching themes and their meaning representing the data
6	Writing the report	Report written with themes illustrated in addressing the research aim and research question Presented finding in report with relevant participant quotations

Table 3. Coding to themes.

Example of Codes	Grouping of Codes	Early/Initial Themes	Themes
Anxieties, learning styles, ways of communication, culturally diverse learning environment, navigating learning methods and teaching styles, differing group dynamics, higher academic level of study, differing expectations, uncertainties, needing to adapt styles, being accepted, integration, feeling frustrated, differing communication styles, differing perception of learning behaviours, learning expectations	Anxiety, Frustration, Uncertainties, Learning styles, Behaviours, Group dynamics, Higher academic level,	Nervousness, Learning styles and expectations	Early apprehension
Different professional backgrounds, previous education, academic abilities, creating inclusive learning, negotiating learning and teaching approaches, being careful, preconceived stereotypes, differing ideologies, perceptions of cultural difference, expectations of intercultural engagement, valuing intercultural learning, wanting to succeed, wanting to work together, managing differing expectations, changing demands	Different professional and educational backgrounds, Valuing intercultural learning and engagement, Wanting to succeed,	Awareness of differing backgrounds and abilities Differing expectations	Cautious engagement
Appreciation of others, respect, appreciation for cultural diversity, academic writing, barriers lessened, student familiarity, developing confidence, balancing, sharing views, understanding cultural difference, connecting, comfort zone, getting to know one another,, stimulation, new ways of learning and teaching, ‘in it’ together	Appreciation of culture diversity, Sharing views, Getting to know one another, Connecting,	Appreciation of culture diversity, Respecting others view, Reducing barriers,	Shared acceptance

Data availability statement

The authors confirm that the data supporting the findings of this study are available within the article. Full transcripts of data are not publicly available as full transcripts contain information that could compromise the privacy of research participants. Supporting data are available on request from the corresponding author, [KM].