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Research into cultural differences in higher education is a growing phenomenon, and there is a need to establish a theoretical framework that supports Business Schools in the personalisation of the pedagogical process. This article investigates the role of Business School academics in shaping the pedagogical process that is culturally responsive to the unprecedented diversity in higher education. This article attempts to uncover the pedagogical machinations that govern how academics teach, interact and engage with their culturally and ethnically diverse students. The article argues that University Business Schools should consider a culturally responsive approach when formulating pedagogy, which takes into account prior student experience as part of the student learning. The notion of culturally responsive teaching that shapes this research is influenced by US research on education and diversity. Such a perspective begins with an acceptance of the rights of not only teachers but also learners.
Jabbar et al. (Mon,) studied this question.