Learning groups: the effects of group diversity on the quality of group reflection

References

• Akindayomi, A. (2015). Customized assessment group initiative: A complementary approach to students’ learning. Accounting Education, 24(2), 102–122. doi: 10.1080/09639284.2015.1015148
   Web of Science ®Google Scholar
• Andrevski, G., Richard, O. C., Shaw, J. D., & Ferrier, W. J. (2014). Racial diversity and firm performance The mediating role of competitive intensity. Journal of Management, 40(3), 820–844. doi: 10.1177/0149206311424318
   Web of Science ®Google Scholar
• Bacon, D., Stewart, K., & Anderson, E. (2001). Methods of assigning players to teams: A review and novel approach. Simulation and Gaming, 32, 6–17. doi: 10.1177/104687810103200102
   Google Scholar
• Bell, A., Kelton, J., McDonagh, N., Mladenovic, R., & Morrison, K. (2011). A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking. Assessment and Evaluation in Higher Education, 36(7), 797–815. doi: 10.1080/02602938.2010.488795
   Web of Science ®Google Scholar
• Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. New York, NY: Kogan Page/Nichols.
   Google Scholar
• Bourner, T. (2003). Assessing reflective learning. Education + Training, 45(5), 267–272. doi: 10.1108/00400910310484321
   Google Scholar
• Boyd, E. M., & Fales, A. W. (1983). Reflective learning key to learning from experience. Journal of Humanistic Psychology, 23(2), 99–117. doi: 10.1177/0022167883232011
   Web of Science ®Google Scholar
• Brookfield, S. (1987). Developing critical thinkers. Milton Keynes: Open University Press.
   Google Scholar
• Cassidy, S., & Eachus, P. (2000). Learning style, academic belief systems, self-report student proficiency and academic achievement in higher education. Educational Psychology, 20(3), 307–322. doi: 10.1080/713663740
   Google Scholar
• Chapman, K., Dan Toy, M. M., & Wright, L. (2006). Can’t we pick our own groups? The influence of group selection method on group dynamics and outcomes. Journal of Management Education, 30(4), 557–69. doi: 10.1177/1052562905284872
   Google Scholar
• Chirema, K. D. (2007). The use of reflective journals in the promotion of reflection and learning in post-registration nursing students. Nurse Education Today, 27(3), 192–202. doi: 10.1016/j.nedt.2006.04.007
   PubMed Web of Science ®Google Scholar
• Collins, A. (1990). Cognitive apprenticeship and instructional technology. In L. Idol & B. F. Jones (Eds.), Educational values and cognitive instruction (pp. 121–138). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Cook, G. L., Bay, D., Visser, B., Myburgh, J. E., & Njoroge, J. (2011). Emotional intelligence: The role of accounting education and work experience. Issues in Accounting Education, 26(2), 267–286. doi: 10.2308/iace-10001
   Google Scholar
• Cooper, B. J. (2004). The enigma of the Chinese learner. Accounting Education, 13(3), 289–310. doi: 10.1080/0963928042000273780
   Google Scholar
• Coulson, D., & Harvey, M. (2013). Scaffolding student reflection for experience-based learning: A framework. Teaching in Higher Education, 18(4), 401–413. doi: 10.1080/13562517.2012.752726
   Web of Science ®Google Scholar
• Crawford, I., & Wang, Z. (2015). The effect of work placements on the academic performance of Chinese students in UK higher education. Teaching in Higher Education, 20(6), 569–586. doi: 10.1080/13562517.2015.1045860
   Web of Science ®Google Scholar
• Curşeu, P. L., & Pluut, H. (2013). Student groups as learning entities: The effect of group diversity and teamwork quality on groups’ cognitive complexity. Studies in Higher Education, 38(1), 87–103. doi: 10.1080/03075079.2011.565122
   Web of Science ®Google Scholar
• Daly, A., Hoy, S., Hughes, M., Islam, J., & Mak, A. S. (2015). Using group work to develop intercultural skills in the accounting curriculum in Australia. Accounting Education, 24(1), 27–40. doi: 10.1080/09639284.2014.996909
   Web of Science ®Google Scholar
• Davies, W. M. (2009). Group work as a form of assessment: Common problems and recommended solutions. Higher Education, 58(4), 563–584. doi: 10.1007/s10734-009-9216-y
   Web of Science ®Google Scholar
• Elfenbein, H. A., & O’Reilly, C. A. III. (2007). Fitting in: The effects of relational demography and person-culture fit on group process and performance. Group and Organization Management, 32, 109–142. doi: 10.1177/1059601106286882
   Web of Science ®Google Scholar
• Elliott, C. J., & Reynolds, M. (2014). Participative pedagogies, group work and the international classroom: An account of students’ and tutors’ experiences. Studies in Higher Education, 39(2), 307–320. doi: 10.1080/03075079.2012.709492
   Web of Science ®Google Scholar
• Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis A focus on trustworthiness. SAGE Open, 4(1), 2158244014522633. doi: 10.1177/2158244014522633
   Google Scholar
• Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. doi: 10.1111/j.1365-2648.2007.04569.x
   PubMed Web of Science ®Google Scholar
• Eweje, G., & Brunton, M. (2010). Ethical perceptions of business students in a New Zealand university: Do gender, age and work experience matter? Business Ethics: A European Review, 19(1), 95–111. doi: 10.1111/j.1467-8608.2009.01581.x
   Web of Science ®Google Scholar
• Facione, P. A., Giancarlo, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44, 1–25.
   Google Scholar
• Fallan, L., & Opstad, L. (2014). Beyond gender performance in accounting: Does personality distinction matter? Accounting Education, 23(4), 343–361. doi: 10.1080/09639284.2014.930693
   Google Scholar
• Gracia, L., & Jenkins, E. (2003). A quantitative exploration of student performance on an undergraduate accounting programme of study. Accounting Education: an International Journal, 12(1), 15–32. doi: 10.1080/0963928032000049375
   Google Scholar
• Grimshaw, T. (2007). Problematizing the construct of ‘the Chinese learner’: Insights from ethnographic research. Educational Studies, 33(3), 299–311. doi: 10.1080/03055690701425643
   Web of Science ®Google Scholar
• Guthrie, J., Ricceri, F., & Dumay, J. (2012). Reflections and projections: A decade of intellectual capital accounting research. The British Accounting Review, 44(2), 68–82. doi: 10.1016/j.bar.2012.03.004
   Web of Science ®Google Scholar
• Kakabadse, N. K., Figueira, C., Nicolopoulou, K., Hong Yang, J., Kakabadse, A. P., & Özbilgin, M. F. (2015). Gender diversity and board performance: Women's experiences and perspectives. Human Resource Management, 54(2), 265–281. doi: 10.1002/hrm.21694
   Web of Science ®Google Scholar
• Kember, D. (1999). Determining the level of reflective thinking from students’ written journals using a coding scheme based on the work of mezirow. International Journal of Lifelong Education, 18(1), 18–30. doi: 10.1080/026013799293928
   Google Scholar
• Kember, D., Jamieson, Q. W., Pomfret, M., & Wong, E. T. T. (1995). Learning approaches, study time and academic performance. Higher Education, 29, 329–343.
   Google Scholar
• Kember, D., McKay, J., Sinclair, K., & Wong, F. (2008). A four-category scheme for coding and assessing the level of reflection in written work. Assessment and Evaluation in Higher Education, 33(4), 369–379. doi: 10.1080/02602930701293355
   Web of Science ®Google Scholar
• Krippendorff, K. (1980). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Ledwith, S., & Seymour, D. (2001). Home and away: Preparing students for multicultural management. The International Journal of Human Resource Management, 12(8), 1292–1312. doi: 10.1080/09585190110083802
   Web of Science ®Google Scholar
• Leung, D. Y., & Kember, D. (2003). The relationship between approaches to learning and reflection upon practice. Educational Psychology, 23(1), 61–71. doi: 10.1080/01443410303221
   Google Scholar
• Livingstone, D., & Lynch, K. (2000). Group project work and student-centred active learning: Two different experiences. Studies in Higher Education, 25(3), 325–345. doi: 10.1080/713696161
   Web of Science ®Google Scholar
• Loo, R., & Thorpe, K. (2002). Using reflective learning journals to improve individual and team performance. Team Performance Management: An International Journal, 8(5/6), 134–139. doi: 10.1108/13527590210442258
   Google Scholar
• Lowry, D. (2003). An investigation of student moral awareness and associated factors in two cohorts of an undergraduate business degree in a British university: Implications for business ethics curriculum design. Journal of Business Ethics, 48(1), 7–19. doi: 10.1023/B:BUSI.0000004383.81450.96
   Web of Science ®Google Scholar
• Lucas, U., & Tan, P. L. (2014). Developing the reflective practitioner: Placement and the ways of knowing of business and accounting undergraduates. Teaching in Higher Education, 19(7), 787–798. doi: 10.1080/13562517.2014.901954
   Web of Science ®Google Scholar
• Marriott, P. (2009). Students’ evaluation of the use of online summative assessment on an undergraduate financial accounting module. British Journal of Educational Technology, 40(2), 237–254. doi: 10.1111/j.1467-8535.2008.00924.x
   Web of Science ®Google Scholar
• Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Milliken, F., & Martins, L. (1996). Searching for common threads: Understanding the multiple effects of diversity in organizational groups. Academy of Management Review, 21, 402–433.
   Web of Science ®Google Scholar
• Moon, J. (2006). Learning journals: A handbook for reflective practice and professional development (2nd ed.). London: Routledge.
   Google Scholar
• Myaskovsky, L., Unikel, E., & Dew, M. A. (2005). Effects of gender diversity on performance and interpersonal behavior in small work groups. Sex Roles, 52, 645–657. doi: 10.1007/s11199-005-3732-8
   Web of Science ®Google Scholar
• Myers, S. A. (2012). Students’ perceptions of classroom group work as a function of group member selection. Communication Teacher, 26(1), 50–64. doi: 10.1080/17404622.2011.625368
   Google Scholar
• Naber, J., & Wyatt, T. H. (2014). The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students. Nurse Education Today, 34(1), 67–72. doi: 10.1016/j.nedt.2013.04.002
   PubMed Web of Science ®Google Scholar
• Plack, M. M., Driscoll, M., Blissett, S., McKenna, R., & Plack, T. P. (2005). A method for assessing reflective journal writing. Journal of Allied Health, 34(4), 199–208.
   PubMedGoogle Scholar
• Samkin, G., & Francis, G. (2008). Introducing a learning portfolio in an undergraduate financial accounting course. Accounting Education: an International Journal, 17(3), 233–271. doi: 10.1080/09639280701577460
   Google Scholar
• Schön, D. A. (1983). The reflective practitioner. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Singh, V., & Vinnicombe, S. (2004). Why so few women directors in top UK boardrooms? Evidence and theoretical explanations. Corporate Governance: An International Review, 12(4), 479–488. doi: 10.1111/j.1467-8683.2004.00388.x
   Web of Science ®Google Scholar
• Stewart, M. M., & Johnson, O. E. (2009). Leader—member exchange as a moderator of the relationship between work group diversity and team performance. Group and Organization Management, 34(5), 507–535. doi: 10.1177/1059601108331220
   Web of Science ®Google Scholar
• Strauss, P., Alice, U., & Young, S. (2011). ‘I know the type of people I work well with’: Student anxiety in multicultural group projects. Studies in Higher Education, 36(7), 815–829. doi: 10.1080/03075079.2010.488720
   Web of Science ®Google Scholar
• Strobe, W., Diehl, M., & Abakoumkin, G. (1996). Social compensation and the Köhler effect: Toward a theoretical explanation of motivation gains in group productivity. In E. H. Witte & J. H. Davis (Eds.), Understanding group behavior (Vol. 2): small group processes and interpersonal relations (pp. 37–65). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Surridge, I. (2009). Accounting and finance degrees: Is the academic performance of placement students better? Accounting Education: an Iinternational Jjournal, 18(4–5), 471–485. doi: 10.1080/09639280802008498
   Google Scholar
• Thorpe, K. (2004). Reflective learning journals: From concept to practice. Reflective Practice, 5(3), 327–343. doi: 10.1080/1462394042000270655
   Google Scholar
• Van Knippenberg, D., De Dreu, C. K., &  Homan, A. C. (2004). Work group diversity and group performance: An integrative model and research agenda. Journal of Applied Psychology, 89(6), 1008–1022. doi: 10.1037/0021-9010.89.6.1008
   PubMed Web of Science ®Google Scholar
• Wangensteen, S., Johansson, I. S., Björkström, M. E., & Nordström, G. (2010). Critical thinking dispositions among newly graduated nurses. Journal of Advanced Nursing, 66(10), 2170–2181. doi: 10.1111/j.1365-2648.2010.05282.x
   PubMed Web of Science ®Google Scholar
• Wegge, J., Roth, C., Neubach, B., Schmidt, K. H., & Kanfer, R. (2008). Age and gender diversity as determinants of performance and health in a public organization: The role of task complexity and group size. Journal of Applied Psychology, 93(6), 1301–1313. doi: 10.1037/a0012680
   PubMed Web of Science ®Google Scholar
• Williams, K. Y., & O’Reilly, C. A. (1998). Demography and diversity in organizations: A review of 40 years of research. Research in Organizational Behavior, 20, 77–140.
   Web of Science ®Google Scholar