Reflecting on the 'International Group Working Experience': a study of two MBA programmes

Abstract

This study explores students' experiences of group working in an internationalising MBA context using the research perspectives of postcolonialism (Spivak 1993;Prasad 2003) and critical management education (Reynolds 1997(Reynolds , 1999Currie & Knights 2003). Data are drawn from interviews with 30 full-time MBA students at two leading UK business schools. Students' perceived gains from the international group working experience are identified, as are areas of concern, such as practices of exclusion and domination that occur in the group working process and a reluctance to talk about and reflect on their group work experiences, are identified. By comparing international group working experiences at the two case-study institutions helpful practices concerning organisation of group work and induction are identified. The paper considers ways in which group work could be made more inclusive and how students can make the most of being in an international environment. Recommendations are made for future course design, including more induction focusing on modes of participation and cultural differences, specific induction to group working including the examination of language and behaviours and the use of critical dialogue and debriefing in making sense of the experience. The paper concludes that assumptions around the benefits of group working need re-visiting within the international context and training is needed of students and staff alike on how to make group work a more beneficial and enjoyable experience for all concerned.

Mind the gap? A case-study of the differing perceptions of international students and their lecturers on postgraduate business programmes

“…The challenges of social isolation and lack of initiation into local, culturally-based academic discourses for students from countries such as the PRC, Taiwan and Thailand studying in the UK are well documented (e.g., Volet & Ang, 1998;Wu, 2002;Robinson, 2006;Turner, 2006).…”

“…The internationalisation of UK higher education (HE) and the expansion of both undergraduate and postgraduate programmes for overseas students in UK universities is well-documented (McNamara & Harris 1997;Scott 1998;Robinson 2006). Recruitment practices have become increasingly business-like within the globalised education marketplace as international education has become a "tradeable commodity" (Skilbeck & Connell, 2006, as cited in Wang 2007.…”

“…This is unsurprising as UK HE institutions were encouraged to seek new sources of funding throughout the 1990s (McNamara & Harris, 1997). UK Business Schools have been at the forefront of this trend (Robinson, 2006), with students from East Asia and the Pacific Rim, particularly the People's Republic of China and Taiwan, forming a high proportion of the international student cohort.…”

International entrepreneurship education

“…Diverse research evidence has been conducted on home and overseas business and management students experiences in the UK, finding numerous tensions, including a lack of group interaction (Volet and Ang, 1998); home students feeling burdened by the needs of overseas students (Cathcart et al, 2006) and overseas students feeling unfamiliar with western modes of teaching (Robinson, 2006). Furnham (2004) recognised that, as well as the 'culture shock' that many overseas students experience upon arrival in the UK, they are also expected to adapt to the norms within the academic environment, including rapidly conforming to the UK HE systems expectations of learning at PG level.…”

“…Furnham (2004) recognised that, as well as the 'culture shock' that many overseas students experience upon arrival in the UK, they are also expected to adapt to the norms within the academic environment, including rapidly conforming to the UK HE systems expectations of learning at PG level. For Chinese, Taiwan and Thailand students studying in the UK, there is evidence of social isolation and lack of initiation into local, culturally-based academic norms (e.g., Volet & Ang, 1998;Wu, 2002;Robinson, 2006;Turner, 2006). Furthermore, in a 2003 survey on Business School staff at a British university, Gannon-Leary and Smailes (2004) reported that lecturers believed that international students had a significant impact on their teaching.…”