Using Group Work to Develop Intercultural Skills in the Accounting Curriculum in Australia

Learning groups: the effects of group diversity on the quality of group reflection

“…The pedagogical aspirations of workbased learning are part of the primary foundations for the use of group work in higher education (Davies, 2009). This type of learning develops from the objective to link students' learning approaches and experiences to the acquisition of transferable skills that are required in a work environment (Daly, Hoy, Hughes, Islam, & Mak, 2015). Proponents of this idea argue that group work equips learners with important team skills (Curşeu & Pluut, 2013) and group reflection requires interaction between the group members.…”

“…Thus, reflection in such a situation is an interdependent cognitive task (Curşeu & Pluut, 2013), which requires active involvement of group members. Learning in groups enhances students' problem-solving skills, as they learn to share and modify their views in the context of other ideas (Daly et al, 2015). Group work is also crucial in a work environment and introducing students to their use in higher education could enhance student employability.…”

“…However, recent literature evidence suggests that there is no consensus on the probity of using group work in higher education (Akindayomi, 2015;Daly et al, 2015;Ledwith & Seymour, 2001). This is because despite its perceived benefits, group work can be counterproductive, for example, due to the free-rider problem (Davies, 2009) where a member of the group puts in less effort but obtains equal benefit.…”

“…Literature suggests that students believe that their individual assessment is a better reflection of their ability than group work (Ledwith & Seymour, 2001). In order to improve the effectiveness of group learning, Daly et al (2015) note the importance of lecturers using appropriate strategy in supporting students to develop group work skills, for example, through preliminary alliance-building activities. This observation is important because lack of experience and training on the part of lecturers using work group could hinder the development of group work skills (Elliott & Reynolds, 2014).…”

Member Reactions to Social Loafers When Doing Group-Based Assignments: A Group Processes Perspective

“…Attendance to such factors when planning for group assignments makes students develop interests in group work which may then reduce potential challenges associated with the use of group work. Thus, instructors need to prepare group tasks that call for collaborative and cooperative skills from the students to allow for sharing and constructing ideas and information among themselves; course instructors are required to help the student teachers develop appropriate team work skills to this end (Daly, Hoy, Hughes, Islam & Mak, 2015). Preparing such tasks may seem challenging; however, if course instructors possess the required skills in developing the tasks, the use of group work assignments may be a contributing factor to the development of team work and interpersonal skills and values that the 21st Century teachers need to possess.…”