Generic skills development and satisfaction with groupwork among business students

Abstract

Purpose -The purpose of this study is to examine variables explaining students' positive and negative experiences of groupwork and connect country of residence with the perception of generic skills development and self-reported satisfaction with groupwork. It also aims to examine the effect of prior training in groups from the perspective of Australian and Non-Australian permanent residency Business students. Design/methodology/approach -Respondents were 389 undergraduate and postgraduate Business students at an Australian metropolitan university. A path model was developed and analysed using partial least squares modeling. Findings -Students' country of residence had a significant influence on reporting of generic skill development and experience of groupwork. Self-reported improvement in generic skills after groupwork assessment was associated with reporting of fewer negative and more positive aspects of working in groups.Research limitations/implications -The findings were limited by using data collected from students enrolled in one undergraduate and one postgraduate subject at the conclusion of a group assignment from one university. Future research should test the model by extending it to other universities and non-Business units. Future research should rely on a longitudinal design, where the survey is carried out at the beginning and the end of the group assessment. Practical implications -It is important to ensure both domestic and international students acquire generic skills through groupwork and that prior training in groupwork takes place before group assessments. Originality/value -The study provides empirical evidence supporting the incorporation of generic skill teaching into academic practice prior to assigning groupwork to students.

Teamwork benefits in tertiary education

“…Teamwork assessment that provides learning opportunities for students in terms of managing expectations and personalities within cross-functional team is vital to prepare students for work in the profession (Avramenko, 2012;Teo et al, 2012). The current study shows that students recognise the need to learn the skills required in cross-functional work teams in order to work effectively as an accounting professional.…”

“…Avramenko, 2012;Crebert et al, 2004;Fournier and Ineson, 2014;Nga and Mun, 2013;Teo et al, 2012). These work skills can be developed through the teamwork assessment to provide students with transferable competencies required by prospective employers.…”

Diagnosing the impact of retail bank customers’ perceived justice on their service recovery satisfaction and post-purchase behaviours: an empirical study in financial centre of middle east

“…Unlike the covariance-based structural equations modelling (e.g. LISREL and AMOS), PLS does not require multivariate normal data (Jain, Malhotra, & Guan, 2012;Lee & Tsang, 2001) and considered to be appropriate in building causal modelling for future testing purposes (Teo et al, 2012). Additionally, PLS does not create identification problem with the use of formative indicators and let the operationalisation of formative scales (Chin, 2010).…”

Intercultural group work in higher education: Costs and benefits from an expectancy-value theory perspective

“…A particular way that students can benefit from diverse learning environments is by participating in intercultural group work (IGW)-a collaborative approach to learning in which three or more students from different cultural or national backgrounds work together on set tasks, in or outside the classroom. Group work in higher education is an effective tool to promote learning (Almajed, Skinner, Peterson & Winning, 2016;Gaudet, Ramer, Nakonechny, Cragg & Ramer, 2010;Johnson & Johnson, 2009;Strauss, U, & Young, 2011;Sweeney, Weaven & Herington, 2008;Teo et al, 2012); it also can increase socialemotional outcomes, such as people-related skills, self-confidence, self-esteem, and attitudes toward others (Denson & Zhang, 2010;Lei, Kuestermeyer, & Westmeyer, 2010;Slavin, 1980Slavin, /2009Sweeney et al, 2008). Students' diverse cultural backgrounds introduce varied perspectives and approaches to the group, which can increase learning and decision-making quality.…”