Publish in OALib Journal
APC: Only $99
Problem: A common assumption is that students prefer to select their friends for group-work. The prime goal of this study was to understand the impact of two group selection methods on how students from diverse cultural backgrounds build learning and work relations. Method: Social Network Analysis in a pre-post test manner in a quasi-experimental design of 81 vs. 70 third-year students. Solution: In this study, we “disrupted” this group selection process after Day 1 by balancing students from different parts of the social network together. In one condition the students were “balanced” into groups by staff to encourage structural hole formation, and in the other condition students were allowed to self-select their group members to encourage network closure. Results: Students in the self-selected condition primarily selected their friends from a similar cultural background. In both conditions the learning networks after 11 weeks were primarily predicted by the group allocation and initial friendships. However, students in the balanced condition developed more cross-cultural learning links. These results indicate that teachers can actively intervene in the cross-cultural dynamics in- and outside the classroom.
While the management of projects is rapidly gaining importance in the current fast pace economy, there is a growing dissatisfaction with its theoretical underpinnings. Rooted in an exploratory micro-analysis of the practices of 86 project managers, our study demonstrates that project managers engage in 10 core practices, which together imply that managing projects 1) is only partly about planning and scheduling, 2) is locally situated in specific types of projects, 3) is an activity aimed at a continuous recoupling of diverse practices, and 4) is shaped by project contexts, which act as temporary points of intersection for social practice. Together, we propose these practices form a set of building blocks for a practice-perspective of project-based organization, presenting an alternative to the theoretical paradigm currently dominating the field.