Questions, Ideas, and Concerns about Multicultural Student Teams

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review

Abstract

[Extract]We live in a globalised world, and one of the most important things that we as educators can do is to help prepare our students to communicate in that world. In our multicultural classrooms, we have tremendous opportunity for students to experience intercultural communication and learn about different values and behaviours so as to develop their intercultural competence. To help students develop this competence, many educators including myself use multicultural student teams. Johnson and Johnson (2005), Michaelson (2002), and others have discussed the benefits of such teams including how they help students develop the employability skills of group and intercultural collaboration, how they are an improved form of learning over lectures largely because they involve active learning, and how they set up an emotionally and cognitively supportive structure for students. However, even when educators follow theory and advice on how to run multicultural student teams, the teams do not work for all students. Therefore, more research is needed on how to help students participate in these teams. In particular, more research needs to be conducted on how students and lecturers can build teams composed of students from individualistic and collectivistic cultures. Research has shown that both groups change behaviour when working together, that the individualists become more dominating and the collectivists begin to drop out (Taras & Rowney, 2007).
Original languageEnglish
Title of host publicationResearch in Management Learning & Education Unconference
EditorsAmy Kenworthy, Ken Brown, Jon Billsberry, George Hrivnak
Place of PublicationGold Coast, Australia
PublisherBond University
Pages28
Number of pages1
ISBN (Print)9780980458510
Publication statusPublished - 2013
EventResearch in Management Learning and Education Unconference - Bond University, Gold Coast, Australia
Duration: 1 Feb 2013 → …
http://www.anzam.org/wp-content/uploads/2012/11/MLE-Unconference.pdf
https://www.rmle.org/2013/12/19/bond-university-gold-coast-australia-2013/

Conference

ConferenceResearch in Management Learning and Education Unconference
Abbreviated titleRMLE
CountryAustralia
CityGold Coast
Period1/02/13 → …
Internet address

Fingerprint

student
educator
intercultural communication
learning method
drop-out
university teacher
Group
classroom
learning
Values
experience

Cite this

Mitchell, M. (2013). Questions, Ideas, and Concerns about Multicultural Student Teams. In A. Kenworthy, K. Brown, J. Billsberry, & G. Hrivnak (Eds.), Research in Management Learning & Education Unconference (pp. 28). Gold Coast, Australia: Bond University.
Mitchell, Marilyn. / Questions, Ideas, and Concerns about Multicultural Student Teams. Research in Management Learning & Education Unconference. editor / Amy Kenworthy ; Ken Brown ; Jon Billsberry ; George Hrivnak. Gold Coast, Australia : Bond University, 2013. pp. 28
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Mitchell, M 2013, Questions, Ideas, and Concerns about Multicultural Student Teams. in A Kenworthy, K Brown, J Billsberry & G Hrivnak (eds), Research in Management Learning & Education Unconference. Bond University, Gold Coast, Australia, pp. 28, Research in Management Learning and Education Unconference, Gold Coast, Australia, 1/02/13.

Questions, Ideas, and Concerns about Multicultural Student Teams. / Mitchell, Marilyn.

Research in Management Learning & Education Unconference. ed. / Amy Kenworthy; Ken Brown; Jon Billsberry; George Hrivnak. Gold Coast, Australia : Bond University, 2013. p. 28.

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review

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N2 - [Extract]We live in a globalised world, and one of the most important things that we as educators can do is to help prepare our students to communicate in that world. In our multicultural classrooms, we have tremendous opportunity for students to experience intercultural communication and learn about different values and behaviours so as to develop their intercultural competence. To help students develop this competence, many educators including myself use multicultural student teams. Johnson and Johnson (2005), Michaelson (2002), and others have discussed the benefits of such teams including how they help students develop the employability skills of group and intercultural collaboration, how they are an improved form of learning over lectures largely because they involve active learning, and how they set up an emotionally and cognitively supportive structure for students. However, even when educators follow theory and advice on how to run multicultural student teams, the teams do not work for all students. Therefore, more research is needed on how to help students participate in these teams. In particular, more research needs to be conducted on how students and lecturers can build teams composed of students from individualistic and collectivistic cultures. Research has shown that both groups change behaviour when working together, that the individualists become more dominating and the collectivists begin to drop out (Taras & Rowney, 2007).

AB - [Extract]We live in a globalised world, and one of the most important things that we as educators can do is to help prepare our students to communicate in that world. In our multicultural classrooms, we have tremendous opportunity for students to experience intercultural communication and learn about different values and behaviours so as to develop their intercultural competence. To help students develop this competence, many educators including myself use multicultural student teams. Johnson and Johnson (2005), Michaelson (2002), and others have discussed the benefits of such teams including how they help students develop the employability skills of group and intercultural collaboration, how they are an improved form of learning over lectures largely because they involve active learning, and how they set up an emotionally and cognitively supportive structure for students. However, even when educators follow theory and advice on how to run multicultural student teams, the teams do not work for all students. Therefore, more research is needed on how to help students participate in these teams. In particular, more research needs to be conducted on how students and lecturers can build teams composed of students from individualistic and collectivistic cultures. Research has shown that both groups change behaviour when working together, that the individualists become more dominating and the collectivists begin to drop out (Taras & Rowney, 2007).

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Mitchell M. Questions, Ideas, and Concerns about Multicultural Student Teams. In Kenworthy A, Brown K, Billsberry J, Hrivnak G, editors, Research in Management Learning & Education Unconference. Gold Coast, Australia: Bond University. 2013. p. 28