Developing learning relationships in intercultural and multi-disciplinary environments: a mixed method investigation of management students’ experiences

Héliot, YingFei; Mittelmeier, Jenna; Rienties, Bart

doi:10.1080/03075079.2019.1610865

Cited by 14 publications

(18 citation statements)

References 32 publications

(74 reference statements)

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“…On the one hand, previous results have found empirical evidence in university contexts of the presence of various proximity factors linked to social, cultural, geographical, academic and personal aspects that favour the formation of links between students. On the other hand, although learning and work relations, as well as inter- and inter-group learning relations in academic relationship-based settings have received notable attention in the literature, for example, in Australia (Neri & Ville, 2008 ), Spain (Hernandez-Nanclares et al, 2017 ; Tomás-Miquel et al, 2016 ), The Netherlands (Hommes et al, 2012 ; Hommes et al, 2014 ) and the UK (Héliot et al, 2020 ; Rienties & Héliot, 2018 ; Rienties & Tempelaar, 2018 ), specific studies on homophily or proximity factors in these contexts are still scarce, thus requiring further attention.…”

Section: Theoretical Background and Research Questionsmentioning

confidence: 99%

Beyond cultural and geographical proximity: delving into the factors that influence the dynamics of academic relationships between students in higher education

Tomás‐Miquel

Vicedo

2021

High Educ

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Scholars have widely recognised the importance of academic relationships between students at the university. While much of the past research has focused on studying their influence on different aspects such as the students’ academic performance or their emotional stability, less is known about their dynamics and the factors that influence the formation and dissolution of linkages between university students in academic networks. In this paper, we try to shed light on this issue by exploring through stochastic actor-oriented models and student-level data the influence that a set of proximity factors may have on formation of these relationships over the entire period in which students are enrolled at the university. Our findings confirm that the establishment of academic relationships is derived, in part, from a wide range of proximity dimensions of a social, personal, geographical, cultural and academic nature. Furthermore, and unlike previous studies, this research also empirically confirms that the specific stage in which the student is at the university determines the influence of these proximity factors on the dynamics of academic relationships. In this regard, beyond cultural and geographic proximities that only influence the first years at the university, students shape their relationships as they progress in their studies from similarities in more strategic aspects such as academic and personal closeness. These results may have significant implications for both academic research and university policies.

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Section: Theoretical Background and Research Questionsmentioning

confidence: 99%

Beyond cultural and geographical proximity: delving into the factors that influence the dynamics of academic relationships between students in higher education

Tomás‐Miquel

Vicedo

2021

High Educ

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“…The findings of the interviews did indicate that the learning design decisions in Course A helped learners to start to interact with other learners, however, relatively few learners were able to build cross-cultural learning links. This indicates a need for teacher's intervention to consider learning relationships in intercultural and multi-disciplinary environments e.g., allocate students from different cultural backgrounds and create opportunities for cross cultural interactions (Héliot et al, 2020;Leask, 2009), and reduce intergroup prejudice (Allport, 1954), hence increasing students' comfort zone in culture and social interactions. This need to reconsider the learning design was also illustrated by the negative E-I index, whereby more relations were maintained with learners with the same GLOBE background.…”

Section: Discussionmentioning

confidence: 99%

“…For example, research using social identity theory combining SNA analysis of 113 postgraduate management students in one UK business school with follow-up focus group interviews of 16 students showed that nearly all international students "shared experiences of perceived discrimination when interacting with out-group members" (Rienties & Héliot, 2018). The triangulation of data showed that the type and ways in which discrimination was experienced differed substantially depending on the relative social network position an international student held, and the type of relations that they formed (Héliot et al, 2020).…”

Section: Creating Inclusive Learning Designs That Build Student Learn...mentioning

confidence: 99%

Encouraging Intercultural Interaction by Cultural Specific Learning Design

Nolan

Héliot

Rienties

2022

Journal of Studies in International Education

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Increased levels of internationalization have led to individuals working in multicultural organizations, a trend that is likely to continue for the foreseeable future. To navigate these environments successfully, more emphasis is being placed on the importance of higher education in preparing and arming the future workforce with the international competencies required to be successful in contemporary organizations. The aim of this research is to shed much needed light on how the learning design of management courses influence how and with whom 263 students learn within two culturally diverse post-graduate management courses. We found that Course B (specific cross-cultural design) significantly and with large effect size increased intercultural interaction over time relative to Course A (generic learning design), whereby qualitative findings confirm substantial differences in lived experiences between the two courses. This highlights that educators need to carefully design intercultural interactions rather than hoping that these will develop naturally over time.

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“…Several studies (e.g., Law et al, 2007; Martınez et al, 2003; Rienties & Hosein, 2015; Thomas et al, 2019)—combining mixed approaches for analysing education networks—were conducted. However, studies (e.g., Héliot et al, 2020; de Laat et al, 2007) dedicated to student networks together with student performance and using mixed SNA methods are rare and could be considered and employed more (Edwards, 2010). For instance, in order to analyse and understand the patterns of participant interactions within a CSCL context, de Laat et al (2007) combined several techniques: (1) from SNA; (2) from content analysis (CA); and (3) from critical event recall (CER).…”

Section: Discussionmentioning

confidence: 99%

Findings and methodologies about student networks, learning, performance and academic achievement in higher education: A literature review on quantitative studies

Vignery

2021

Review of Education

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University student networks are recognised to be linked with student performance. Yet, no literature review seems to address student networks together with student learning or achievement. This paper focuses on the quantitative studies conducted since 2000 that relate to this issue. This literature review highlights five research domains: (1) the links between student and peer performance within face‐to‐face networks; (2) the effects of networks’ components (e.g., centrality) on student learning and achievement within face‐to‐face networks; (3) the impacts of online social network use on student performance; (4) the effects of social presence and of interactions within e‐learning; and (5) the effects of e‐learning networks components. This literature review underlines inconsistent findings within each of these research domains. This paper leads to a discussion on the methodological issues that might explain these inconsistencies and to research questions still to be covered when studying student networks in relation with education outcomes. Rationale for this study Academic success is not to be taken for granted. There is a need for understanding why some students succeed and others fail at university. Many studies focused on the relationships between achievement at university and student networks. To this day, no literature review exists regarding those links. Furthermore, in social networks analysis (SNA), scientists developed quantitative methodologies to describe networks. SNA techniques include, for instance, computing nodes’ centrality. There is a need to discuss how such quantitative methodologies are and could be implemented in education research. Why the new findings matter This knowledge about relationships between college students’ networks and learning, performance or academic achievement should help develop and implement policies that promote student success at university. Implications for educational researchers and policy makers Education researchers have to be cautious about some methodological challenges encountered when studying networks. Also, alternative centrality measures—that is, those less investigated or not investigated—might be valid candidates for representing the importance of students within networks.With respect to educational policy development: Mixing student abilities within classes appears to be a better option than grouping those abilities, but student prior performance has to be taken into account, as linked to the student type that would most benefit from heterogeneity of performance; Educational practitioners should ensure the sharing and dissemination of relevant and accurate resources and information in student (online) networks; We encourage education professionals to analyse how one might effectively integrate online social platforms into instruction, and to educate students about the adverse effects of misusing these platforms; We recommend education practitioners pay attention to students’ isolation feelings in e‐learning settings; In e‐learning settings, e...

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Developing learning relationships in intercultural and multi-disciplinary environments: a mixed method investigation of management students’ experiences

Cited by 14 publications

References 32 publications

Beyond cultural and geographical proximity: delving into the factors that influence the dynamics of academic relationships between students in higher education

Beyond cultural and geographical proximity: delving into the factors that influence the dynamics of academic relationships between students in higher education

Encouraging Intercultural Interaction by Cultural Specific Learning Design

Findings and methodologies about student networks, learning, performance and academic achievement in higher education: A literature review on quantitative studies

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