Abstract
PurposeThe purpose of this paper is to consider how to form and compose work‐groups for teaching and learning in diverse classrooms comprising internationally mobile students.Design/methodology/approachThis study uses survey data from 150 MBA students from 25 countries.FindingsThe way members are allocated to a group impacts on both affective and performance outcomes.Originality/valueFor educators and trainers, these results emphasize the importance of group allocation and composition methods for affective and performance outcomes.
Subject
Management of Technology and Innovation,Management Information Systems,Organizational Behavior and Human Resource Management
Reference56 articles.
1. Appelbaum, S.H. and Shapiro, B. (1998), “The management of multicultural group conflict”, Team Performance Management, Vol. 4 No. 5, pp. 211‐34.
2. Baker, K.R. and Powell, S.G. (2002), “Methods for assigning students to groups: a study of alternative objective functions”, Journal of the Operational Research Society, Vol. 53, pp. 397‐404.
3. Bennett, M. and Cass, A. (1989), “The effects of group composition on group interactive processes and pupil understanding”, British Educational Research Journal, Vol. 15 No. 1, pp. 19‐32.
4. Biggs, J. (1999), Teaching for Quality Learning at University, Open University Press, Buckingham.
5. Blease, D. (2006), “Group and team work: a guide for staff”, Loughborough University, Loughborough, available at: www.lboro.ac.uk/service/pd/gw/page_01.htm (accessed 10 January 2007).
Cited by
15 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献