Details
| Original language | English |
|---|---|
| Title of host publication | Religion, Education, Science and Technology towards a More Inclusive and Sustainable Future |
| Subtitle of host publication | Proceedings of the 5th International Colloquium on Interdisciplinary Islamic Studies (ICIIS 2022), Lombok, Indonesia, 19-20 October 2022 |
| Pages | 13-23 |
| Number of pages | 11 |
| ISBN (electronic) | 9781003859970 |
| Publication status | Published - 2024 |
Abstract
The ability to collaborate in diverse work groups has been identified as a critical skill to participate and thrive in changing economies, and researchers have advocated for it to be taught in schools and universities. Somewhat in contrast to the normative rectilinearity of this recommendation, research on the benefits of diverse teams has yielded inconsistent results. Moreover, self-selected collaboration networks are frequently characterized by homophily, and collaboration in groups high in surface-level diversity does not appear to be a regular ingredient of classwork in schools and universities. How then can the ability to collaborate in diverse teams be practiced in educational settings? To substantiate the previous propositions, and answer this question, the essay is structured into four sections: I will first define diversity in collaborative learning, differentiating surface and deep-level diversity. Building on this definition, I will review empirical findings regarding the benefits and challenges of diversity in work groups, drawing social, educational, and organizational research. I will report findings regarding the prevalence of collaboration in diverse groups in schools and universities before summarizing recommendations on how to foster the skills needed for collaboration in diverse teams in schools and universities, underscoring the role of successive collaborative practice. These recommendations are associated with the necessity of conducting systematic, accompanying research to better understand the preconditions for developing the skills required for collaborating in diverse work groups and alleviating students’ transitions in increasingly diversified working contexts to inform educational practice.
Keywords
- Collaboration, Collaborative learning, Diversity, Group work, Higher education
ASJC Scopus subject areas
- Engineering(all)
- General Engineering
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Religion, Education, Science and Technology towards a More Inclusive and Sustainable Future: Proceedings of the 5th International Colloquium on Interdisciplinary Islamic Studies (ICIIS 2022), Lombok, Indonesia, 19-20 October 2022. 2024. p. 13-23.
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research › peer review
}
TY - CHAP
T1 - Harvesting the potential of diversity through peer collaboration in educational settings
AU - Zander, L.
N1 - Publisher Copyright: © 2024 selection and editorial matter, Maila D.H. Rahiem; individual chapters, the contributors.
PY - 2024
Y1 - 2024
N2 - The ability to collaborate in diverse work groups has been identified as a critical skill to participate and thrive in changing economies, and researchers have advocated for it to be taught in schools and universities. Somewhat in contrast to the normative rectilinearity of this recommendation, research on the benefits of diverse teams has yielded inconsistent results. Moreover, self-selected collaboration networks are frequently characterized by homophily, and collaboration in groups high in surface-level diversity does not appear to be a regular ingredient of classwork in schools and universities. How then can the ability to collaborate in diverse teams be practiced in educational settings? To substantiate the previous propositions, and answer this question, the essay is structured into four sections: I will first define diversity in collaborative learning, differentiating surface and deep-level diversity. Building on this definition, I will review empirical findings regarding the benefits and challenges of diversity in work groups, drawing social, educational, and organizational research. I will report findings regarding the prevalence of collaboration in diverse groups in schools and universities before summarizing recommendations on how to foster the skills needed for collaboration in diverse teams in schools and universities, underscoring the role of successive collaborative practice. These recommendations are associated with the necessity of conducting systematic, accompanying research to better understand the preconditions for developing the skills required for collaborating in diverse work groups and alleviating students’ transitions in increasingly diversified working contexts to inform educational practice.
AB - The ability to collaborate in diverse work groups has been identified as a critical skill to participate and thrive in changing economies, and researchers have advocated for it to be taught in schools and universities. Somewhat in contrast to the normative rectilinearity of this recommendation, research on the benefits of diverse teams has yielded inconsistent results. Moreover, self-selected collaboration networks are frequently characterized by homophily, and collaboration in groups high in surface-level diversity does not appear to be a regular ingredient of classwork in schools and universities. How then can the ability to collaborate in diverse teams be practiced in educational settings? To substantiate the previous propositions, and answer this question, the essay is structured into four sections: I will first define diversity in collaborative learning, differentiating surface and deep-level diversity. Building on this definition, I will review empirical findings regarding the benefits and challenges of diversity in work groups, drawing social, educational, and organizational research. I will report findings regarding the prevalence of collaboration in diverse groups in schools and universities before summarizing recommendations on how to foster the skills needed for collaboration in diverse teams in schools and universities, underscoring the role of successive collaborative practice. These recommendations are associated with the necessity of conducting systematic, accompanying research to better understand the preconditions for developing the skills required for collaborating in diverse work groups and alleviating students’ transitions in increasingly diversified working contexts to inform educational practice.
KW - Collaboration
KW - Collaborative learning
KW - Diversity
KW - Group work
KW - Higher education
UR - http://www.scopus.com/inward/record.url?scp=85191889486&partnerID=8YFLogxK
U2 - 10.1201/9781003322054-2
DO - 10.1201/9781003322054-2
M3 - Contribution to book/anthology
AN - SCOPUS:85191889486
SN - 9781032344164
SP - 13
EP - 23
BT - Religion, Education, Science and Technology towards a More Inclusive and Sustainable Future
ER -