Group-work Challenges and Improvements in a Multicultural Context : Case: JAMK University of Applied Sciences
Liu, Lianzhe; Vu, Linh (2017)
Jyväskylän ammattikorkeakoulu
2017
All rights reserved
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2018110616732
https://urn.fi/URN:NBN:fi:amk-2018110616732
Tiivistelmä
With the remarkable growth of collaborations between people from different cultures in the business world during the past years, this research explores how to respond to group- work challenges in a multicultural context at a higher education institution by investigating the traditions of group-work in different cultures, the cultural impacts on group-work and the strategies teachers and students use to handle group-work challenges.
A case study approach was employed at JAMK University of Applied Sciences in Jyväskylä, Finland (JAMK). Through an exploratory research approach, qualitative data was collected and analysed using an inductive approach. Three semi-structured focus group discussions were conducted with 1) degree students, 2) exchange students and 3) teachers, in order to triangulate the data so that a comprehensive investigation of the topic from different perspectives would emerge.
The results indicate that students bring to the university their own prior traditions and practices of group-work at school, and their expectations regarding the success of a group vary widely among students. The obstacles related to multicultural group-work are determined not only by the cultural differences between the members themselves, but also by the different education systems across work group members at JAMK. It is also implied that there are similarities and differences in the strategies to tackle group-work challenges suggested by students and teachers, which encourages recommendations to foster the communication among students and educators to avoid misunderstanding and confusion. The newly emerging themes from the findings offer new insights for further research.
A case study approach was employed at JAMK University of Applied Sciences in Jyväskylä, Finland (JAMK). Through an exploratory research approach, qualitative data was collected and analysed using an inductive approach. Three semi-structured focus group discussions were conducted with 1) degree students, 2) exchange students and 3) teachers, in order to triangulate the data so that a comprehensive investigation of the topic from different perspectives would emerge.
The results indicate that students bring to the university their own prior traditions and practices of group-work at school, and their expectations regarding the success of a group vary widely among students. The obstacles related to multicultural group-work are determined not only by the cultural differences between the members themselves, but also by the different education systems across work group members at JAMK. It is also implied that there are similarities and differences in the strategies to tackle group-work challenges suggested by students and teachers, which encourages recommendations to foster the communication among students and educators to avoid misunderstanding and confusion. The newly emerging themes from the findings offer new insights for further research.