Indigenous, pre-undergraduate and international students at Central Queensland University, Australia: three cases of the dynamic tension between diversity and commonality

Abstract

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.

Acknowledgements

The authors are grateful to the Central Queensland University academics whose publications about the three programs analysed here inspired that analysis and reflect their particular commitment to the promotion of student diversity at CQU. They gratefully acknowledge the constructive feedback of two anonymous referees for enhancing the clarity of this final version of the paper.