The role of context as an antecedent for divisiveness in online MBA groups
Janice M. Picard
Management Learning, Lancaster University, Janice_picard@shaw.ca
Abstract
While the call for research on how groups learn in networked settings
has increased in the past few years (Hodgson and Watland, 2004; McConnell,
2006; Arbaugh and Benbunan-Fich, 2005) further research is needed to examine
the relational dynamics found between the structural features of a learning
context and how these features influence group dynamics and group work
(Carabajal, LaPointe and Gunawardena, 2003). Taking into account broader
understandings of the learning context are needed as context plays an
important but under scrutinized role in group work and group dynamics.
Initial results from a Grounded Theory (Glaser and Strauss, 1967) study
examining retrospective accounts of problems undertaking group work in
an online MBA suggest that problematic behaviours experienced by group
members groups may be sourced within the well spring of operational policies
and practices. Tentative findings from the current study suggest that
both learners and course tutors behave in ways that privilege competition
and competitiveness rather than collectivity, an ideological underpinning
of group based practices.
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