Chapman, A. and Pyvis, D. (2005) ‘Identity and social practice in higher education: student experiences of postgraduate courses delivered 'offshore' in Singapore and Hong Kong by an Australian university’, International Journal of Educational Development, Vol. 25, pp. 39-52.
An insight into the sense of identity of postgrad students studying ‘offshore’ in relation to the communities to which they belong. The article also explores how these students  understand the dynamics of their particular educational context.

Crabtree, R. D. and Sapp, D. A. (2004) ‘Your culture, my classroom, whose pedagogy? Negotiating effective teaching and learning in Brazil’, Journal of Studies in International Education’, Vol. 8. No.1, pp. 105-132.
A study of the cross-cultural teaching and learning environment of a graduate course offered by a US university in Brazil

Dogra, N. and Karnik, N. (2004) ‘Teaching Cultural Diversity to Medical Students’, Medical Teacher, Vol, 26, No. 8. pp. 677-680.
The evidence presented in this review provides a range of perspectives on the place of ‘cultural diversity’ in the medical curriculum. Staff perspectives are reviewed before those of students to examine the place of ‘cultural diversity’ and what teaching in this subject actually entails.

Fox, H. (1994). Listening to the World: Cultural Issues in Academic Writing. Urbana, Illinois: National Council of Teachers of English. This book explores the cultural issues which affect students' written texts and universities' (lecturers, tutors) reactions to them. Fox interviewed a number of students and faculty at the University of Michigan about the problems surrounding academic writing and culture. Many of the students are successful writers in their home cultures but are doing poorly with written English discourse. The book presents pieces of those interviews in an engaging narrative style

Grant, B.M. (2010). The limits of 'teaching and learning': indigenous students and doctoral supervision. Teaching in Higher Education, 15(5), 505 – 517.
When exploring the supervision of indigenous doctoral students, a focus on teaching and learning hides as much as it reveals. Explicit descriptions from students of helpful teaching and learning practices mostly highlight everyday Western academic culture in action and do not illuminate the ways in which indigenous identities impact on, or are impacted by, research supervision or doctoral education. Situated in research undertaken in the postcolonial context of Aotearoa/New Zealand, this article draws on interview data with 10 Māori doctoral students to examine the limitations of a ‘teaching and learning’ framework for supervision. In so doing, it suggests some considerations about supervision that offer deeper insight, particularly for non-indigenous supervisors, into the distinctive issues that might arise when working with indigenous doctoral students.

Novera, I. A. (2004) ‘Indonesian postgraduate students studying in Australia: an examination of their academic, social and cultural experiences’, International Education Journal, Vol. 5, No. 4, pp. 475-487
This study investigates the adjustment experiences of 25 Indonesian postgraduate students (8 female, 17 male) studying in universities in Victoria, Australia. The results confirm the importance of cultural issues in the adjustment process, particularly in relation to classroom interaction and student-teacher relationships.

Robinson-Pant, R. (2005). Cross-Cultural Perspectives on Educational Research. Maidenhead: Open University Press.
Through an examination of how international students re-examine their beliefs and research practices during their study in the UK, this book challenges the assumptions of those engaged in educational research across cultures.

Yuefang Zhou and John Todman. (2009). Patterns of Adaptation of Chinese Postgraduate Students in the United Kingdom. Journal of Studies in International Education 2009, 13(4), 467-486.
International students coming to the United Kingdom have to adapt to academic cultural differences as well as general cultural differences. Questionnaires were administered to 257 Chinese postgraduate students on anticipated and actually experienced difficulties and on perceived differences between Chinese and U.K. academic cultures before departure, soon after arrival, and about 6 months after arrival.  Patterns of adaptation over time differed in relation to general life, social life, and study life. A major finding was the different patterns of specifically academic adaptation of students who came in groups and those who came individually.