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dc.contributor.authorHerington, Carmelen_US
dc.contributor.authorSweeney, Arthuren_US
dc.contributor.authorWeaven, Scotten_US
dc.contributor.editorProfessor William Scotten_US
dc.date.accessioned2017-04-04T16:49:13Z
dc.date.available2017-04-04T16:49:13Z
dc.date.issued2008en_US
dc.date.modified2008-11-10T07:09:20Z
dc.identifier.issn02602938en_US
dc.identifier.doi10.1080/02602930601125665en_AU
dc.identifier.urihttp://hdl.handle.net/10072/20321
dc.description.abstractAlthough the literature examining the usefulness of group projects is extensive, the link between cooperative learning, group performance and skills transfer in multicultural contexts remains unclear. Focus groups were conducted with a sample of 107 international and domestic postgraduate and undergraduate marketing students to investigate this link. Results confirm that group work facilitates the development of interpersonal skills, cross-cultural collaboration and higher-level learning. While there is the promise of transfer of learning to other situations, group learning effectiveness appears conditional on instructors preparing, coaching and debriefing students as to the expected benefits associated with participation in group projects throughout the semester. In addition, limited differences were observed between how international and domestic students responded to group activities, although this may (in part) be due to subtle differences in preconceived attitudes to group learning activities from the outset.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom119en_US
dc.relation.ispartofpageto132en_US
dc.relation.ispartofissue2en_AU
dc.relation.ispartofjournalAssessment & Evaluation in Higher Educationen_US
dc.relation.ispartofvolume33en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode350204en_US
dc.titleMulticultural influences on group learning: a qualitative higher education studyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Business School, Department of Marketingen_US
gro.date.issued2008
gro.hasfulltextNo Full Text


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