Cooperative learning amongst MBA students in South Africa
Date
2014-01-09
Authors
Amanjee, Bashir
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Abstract
This study analysed the experiences of MBA students who were members of
syndicate groups whilst engaged in the MBA programme at Wits Business
School (WBS). Questions regarding the effectiveness of syndicate groups were
raised when a number of study groups were spontaneously formed by students,
even though WBS advised that the syndicate groups created by the school
were created as the ideal vehicle for learning, where interaction and debate
could flourish.
A qualitative study followed whereby a sample of students from the MBA
programme at WBS was interviewed to gain insight into their experiences of
syndicate and study groups. The key components of the interview included
individual expectations of syndicate groups, actual experiences whilst a
member of the syndicate group, individual learning styles, perception of team
dynamics, roles within the group and team dynamics such as decision-making,
conflict, and diversity. Reasons for the establishment of study groups was also
investigated.
Initial findings indicated that personality and other team-related dynamics were
at the root of the ineffectiveness within syndicate groups. It later transpired that
one of the primary reasons explaining the ineffectiveness of syndicate groups,
and the formation of study groups was the realisation that not all members of
the syndicate group shared the same goal of the programme. This impacted
team relationships and learning potential. Study groups on the other hand,
created environments for its members that were devoid of personality clashes,
political posturing, individual egos and other dynamics which inhibited team
development. In many respects, study groups were largely representative of
cooperative learning groups, both in terms of function and outcome, and
represents a key learning opportunity for the business school in terms of its
operationalisation of syndicate groups.
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Further analysis revealed the existence of a number of faulty assumptions
regarding the value of syndicate groups, on the part of both the school and
students. On the part of the school, faulty assumptions tended to relate to
specific student-related processes. Faulty assumptions on the part of students
originate where clear communication and guidance is lacking, and at times
through a lack of initiative to seek clarity.
Key recommendations to the school include that it must firstly agree if syndicate
groups are intended to operate as cooperative learning groups, and if they are,
to establish the environment needed for such groups to flourish. Syndicate
evaluation processes, as well as lecturer involvement with syndicate groups
must be enhanced to facilitate learning within these groups. Recommendations
to students are also provided, the most relevant of these being the need to be
more proactive in seeking clarification from the School, and learning to deal with
group dynamics, particularly, dealing with conflict.
Description
MBA thesis
Keywords
Cooperative learning, Syndicate groups, MBA students