Generic skills development and satisfaction with groupwork among business students: Effect of country of permanent residency

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dc.contributor.author Teo, Stephen en_US
dc.contributor.author Segal, Naomi en_US
dc.contributor.author Morgan, Adam en_US
dc.contributor.author Kandlbinder, Peter en_US
dc.contributor.author Wang, Karen en_US
dc.contributor.author Hingorani, Anurag en_US
dc.contributor.editor en_US
dc.date.accessioned 2012-10-12T03:35:20Z
dc.date.available 2012-10-12T03:35:20Z
dc.date.issued 2012 en_US
dc.identifier 2011005705 en_US
dc.identifier.citation Teo Stephen et al. 2012, 'Generic skills development and satisfaction with groupwork among business students: Effect of country of permanent residency', Emerald Group Publishing, vol. 54, no. 6, pp. 472-487. en_US
dc.identifier.issn 0040-0912 en_US
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/18981
dc.description.abstract 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. 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. 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. 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. 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. The study provides empirical evidence supporting the incorporation of generic skill teaching into academic practice prior to assigning groupwork to students. en_US
dc.language en_US
dc.publisher Emerald Group Publishing en_US
dc.relation.isbasedon en_US
dc.title Generic skills development and satisfaction with groupwork among business students: Effect of country of permanent residency en_US
dc.parent Education & Training en_US
dc.journal.volume 54 en_US
dc.journal.number 6 en_US
dc.publocation Bradford, UK en_US
dc.identifier.startpage 472 en_US
dc.identifier.endpage 487 en_US
dc.cauo.name BUS.School of Management en_US
dc.conference Verified OK en_US
dc.for 170000 en_US
dc.personcode 980364 en_US
dc.personcode 0000073576 en_US
dc.personcode 990746 en_US
dc.personcode 900258 en_US
dc.personcode 980472 en_US
dc.personcode 950836 en_US
dc.percentage 33 en_US
dc.classification.name Psychology And Cognitive Sciences en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords Groupwork; Teamwork; Generic skill development; Domestic and international students; Students; Team working en_US
dc.staffid 950836 en_US


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