This study examines the interplay of nationality, ethnicity, gender, and religion in shaping the experiences of international students at a private business university in Japan. Using a mixed-methods approach, the research investigates whether the university’s campus environment and its Global Bachelor of Business Administration (GBBA) program effectively support a diverse student body. The results indicate that the GBBA curriculum and case method pedagogy foster inclusive intercultural engagement among the international students. However, challenges persist in bridging the cultural divide between international and domestic Japanese students, particularly due to language barriers and cultural differences. These findings underscore the need for culturally competent interventions and strengthened institutional support to address the distinct needs of international students. Recommendations include expanding language exchange programs, organizing more cultural events on campus, providing targeted support for religious practices, and enhancing opportunities for engagement with Japanese society. This case study also makes a contribution to broader discussions on the internationalization in other higher education contexts, offering practical insights to university administrators seeking to cultivate inclusive diverse academic environments.
Townley et al. (Sun,) studied this question.