Collaborative Intercultural Encounters: A Case Study of Integration and Belonging at a UK Higher Education Institution

Abstract

This article explores the challenge of achieving a truly integrated student body at a school in a UK university, where international students compose a significant portion of the student body (one third). In response to disparities in diversity distribution and social connections among students, the report explores the implementation of Collaborative Intercultural Encounters for Global Educational Experiences, offering a multilingual, multisensory space rooted in ethical values-based approaches to internationalisation at home. Through student-led encounters following the World Café method (a structured group discussion approach that encourages open and informal conversations; Brown and Isaacs, 2005) this extracurricular initiative aimed to empower all students to explore and engage with the social, linguistic, and material dimensions of an internationalised campus. The outcomes indicated increased global and cultural awareness, high levels of satisfaction, and a stronger sense of belonging and connectedness to other students and staff. The initiative is now offered to all students in the school as a zero-credit module (optional module outside degree requirements) titled Global and Intercultural Awareness. This report underscores the importance of holistic strategies for promoting integration and intercultural understanding in higher education, aligning with the vision of creating a truly integrated body of students within the higher education landscape.