Past research has shown that culturally diverse universities tend to create richly varied educational experiences that help students learn and prepare them for participation in an increasingly diverse workforce and society, whereas more homogenous universities do not. However, student body composition is an insufficient condition in itself for maximizing educational benefits; rather, its value depends on whether or not universities encourage students to engage in diversity-related activities. Such purposeful programmatic efforts include exposing students to diversity through the curriculum and/or providing students with opportunities to interact with diverse peers. While the emerging body of international research suggests that students’ experiences with diversity tends to impact positively on student learning and their preparation for entering a diverse workforce, no similar research is available in relation to students in Australian universities. Many of these outcomes, such as problem-solving, ability to work with others, and appreciation of and respect for diversity, are attributes that most – if not all – Australian universities value and work hard to instil in their graduates. This study explored whether student experiences with diversity impacts on the development of selected graduate attributes and whether this relationship differs between international and local students at one Group of Eight (GO8) university. The findings demonstrate that student experiences with diversity positively impacts on problem-solving, ability to work with others, and appreciation of and respect for diversity. The magnitude of these relationships, however, differs between international and local students.

Keywords: student diversity, diversity engagement, graduate attributes.