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An examination of socially destructive behaviors in group work

An examination of socially destructive behaviors in group work
An examination of socially destructive behaviors in group work
With the increasing prevalence of group work in marketing courses there is a need to consider the impact of students’ social dynamics on both learning and satisfaction outcomes. This article explores one such dynamic at both intra- and intergroup levels. Using data generated from multiple sources, it was identified that students who are actively contributing to group processes have difficulty distinguishing between students, and indeed groups, that are socially loafing and those that are genuinely struggling with the material. As a consequence, the struggling students are subject to incidences of socially destructive behaviors, critically harming their ability to develop. This has the potential to harm not only the individual struggling student and their group but also burden the other members of the class with a class member that will never be able to meaningfully contribute. Using social interdependence theory, a framework is proposed to explain how this confusion among contributing students arises. Recommendations are made regarding how to design curriculum so as to minimize the incidence of this phenomenon as well as intervention strategies to mitigate its effect should it present
5-17
Freeman, Lynne
40eff0eb-8fa6-4263-96ef-e840a293cb5a
Greenacre, Luke
05060472-ec14-4965-81cd-77a8f3a8cde0
Freeman, Lynne
40eff0eb-8fa6-4263-96ef-e840a293cb5a
Greenacre, Luke
05060472-ec14-4965-81cd-77a8f3a8cde0

Freeman, Lynne and Greenacre, Luke (2011) An examination of socially destructive behaviors in group work. Journal of Marketing Education, 33 (1), 5-17. (doi:10.1177/0273475310389150).

Record type: Article

Abstract

With the increasing prevalence of group work in marketing courses there is a need to consider the impact of students’ social dynamics on both learning and satisfaction outcomes. This article explores one such dynamic at both intra- and intergroup levels. Using data generated from multiple sources, it was identified that students who are actively contributing to group processes have difficulty distinguishing between students, and indeed groups, that are socially loafing and those that are genuinely struggling with the material. As a consequence, the struggling students are subject to incidences of socially destructive behaviors, critically harming their ability to develop. This has the potential to harm not only the individual struggling student and their group but also burden the other members of the class with a class member that will never be able to meaningfully contribute. Using social interdependence theory, a framework is proposed to explain how this confusion among contributing students arises. Recommendations are made regarding how to design curriculum so as to minimize the incidence of this phenomenon as well as intervention strategies to mitigate its effect should it present

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e-pub ahead of print date: 30 November 2010
Published date: 15 March 2011
Organisations: Centre for Relational Leadership & Change

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Local EPrints ID: 209051
URI: http://eprints.soton.ac.uk/id/eprint/209051
PURE UUID: 845670a5-6f3d-46f7-b121-4256d9ae9cbf

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Date deposited: 25 Jan 2012 15:02
Last modified: 14 Mar 2024 04:44

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Contributors

Author: Lynne Freeman
Author: Luke Greenacre

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