The impact of formation and diversity on student team conflict

IF 3.8 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Active Learning in Higher Education Pub Date : 2023-01-11 DOI:10.1177/14697874221144998

D. Maguire, Yavuz Keceli

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引用次数: 0

Abstract

Instructors of college level business courses utilize group assignments to stress the importance of collaborative work in professional organizations for students. How instructors determine team formation, whether assigning students to groups or allowing students to form their own groups, could impact the effectiveness of the group regarding their cohesiveness, conflict, or social loafing. Best practices suggest that instructors strategically assign students to teams to maximize the diversity of the members. However, could the diversity of group members contribute to conflict amongst members? Could the formation method contribute to the members’ functioning as a team or group? The research questions in the study are: To what degree does team formation method impact (1) members’ conflict; (2) members’ cohesiveness; (3) members’ social loafing; and (4) members’ functioning as a team or group? Over 2 years, simultaneous sections of the same management course utilized different team formation procedures. Each year in one section, the instructor designed teams to maximize diversity of members. In the other course section, students freely formed their own teams. The findings suggest that instructor-designed diverse teams did not increase member conflict. Also, student-selected teams did not improve team cohesiveness. However, instructor-designed diverse teams did impact social loafing and the members’ functioning as a team.

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形成性和多样性对学生团队冲突的影响

大学级商业课程的讲师利用小组作业来强调学生在专业组织中合作的重要性。导师如何确定团队组成，无论是将学生分组还是允许学生组建自己的团队，都可能影响团队在凝聚力、冲突或社交游手好闲方面的有效性。最佳实践表明，导师应战略性地将学生分配到团队中，以最大限度地提高成员的多样性。然而，群体成员的多样性会导致成员之间的冲突吗？组建方法是否有助于成员作为一个团队或团体发挥作用？研究中的研究问题是：团队组建方法在多大程度上影响（1）成员的冲突；（2）成员凝聚力；（3）成员社交游手好闲；以及（4）成员作为一个团队或团体的运作？超过2 多年来，同一管理课程的同时部分采用了不同的团队组建程序。每年在一个部分，教员设计团队以最大限度地提高成员的多样性。在另一个课程部分，学生们自由地组成了自己的团队。研究结果表明，教练设计的多样化团队并没有增加成员冲突。此外，学生选择的团队并没有提高团队凝聚力。然而，教练设计的多样化团队确实影响了社交懒散和成员作为一个团队的运作。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Active Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

13.20

自引率

12.00%

发文量

期刊介绍： Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.