Rising numbers of international students worldwide (OECD, 2014) means that the students are increasingly able to work with diverse peers, especially in activities that incorporate collaborative group work. However, research has demonstrated that cross-cultural group work can be challenging for students. For example, multiple studies have demonstrated that students prefer to work with those from their own cultural background (Strauss, U, & Young, 2011; Volet & Ang, 1998). Similarly, frustrations occur when there is a perceived difference in contribution level between diverse group members (Popov et al., 2012). However, little research has analysed student experiences in cross-cultural group work activities to consider interventions that might help create a more inclusive and comfortable atmosphere in order to encourage more successful cross-cultural collaboration. To address this gap, we conducted in-depth qualitative interviews with 20 students from 17 countries at a Dutch university, where problem-based learning and collaborative work are essential components of the curriculum. To encourage discussion and aid in personal reflections of previous experiences, we used a case-based reflection exercise. Each participant was given a case study example of a collaborative group, including information about their global region of origin, quantity of contributions, and type of contributions (i.e. cognitive, social or organisational). Students were then asked to consider collaboration problems in the case study and reflect on their own group work experiences, as well as make suggestions for interventions that could be put forth by the teacher that could lead to more successful collaboration. At the CALRG conference, we will present the findings of our thematic analysis of the interview data, and highlight potential interventions for encouraging collaboration between diverse students.

1. Student reflections on cross-cultural group
work: Social factors that influence
contributions
Jenna Mittelmeier
Institute of Educational Technology
The Open University, UK
Co-Authors: Bart Rienties (The Open University)
Dirk Tempelaar (Maastricht University)
Denise Whitelock (The Open University)
@JLMittelmeier

3. ?
Strijbos & de Laat, 2010
Xing, Wadholm & Goggins, 2014
Caspi, Gorsky & Chajut, 2003

4. Free-rider:
‘contributes to the group task when explicitly
prompted but minimises the effort as much
as possible; often leading to substandard
contributions’ (Strijbos & de Laat, 2010)
#1 complaint of students in cross-cultural group work
(Popov et al, 2012)

5. Cohort-like classrooms
(Kimmel & Volet, 2012)
Previous multicultural
experiences
(Summers & Volet, 2008)
Cultural understanding
and respect
(Woods, Barker & Hibbins, 2010)

6. Previous work

7. Previous work
Mittelmeier, J., Héliot, Y., Rienties, B., & Whitelock, D. (2016). Using Social Network Analysis to predict online
contributions: The impact of network diversity in cross-cultural collaboration. Paper presented at the Web Science
2016 conference, Hannover, Germany
Social
network
diversity
Student
contribution
quantity

8. Research Questions
RQ1: What role do students believe social elements play
in the success of cross-cultural group work tasks?
RQ2: How does academic performance influence
student views on social elements in cross-cultural group
work?
RQ3: How do students perceive the role of the teacher
in overcoming tensions between diverse group members
in cross-cultural group work?

9. Setting
860+ student classroom
79.3% international students from 35 countries
Large scale lectures + small tutorial discussion groups
Research Method
Cluster analysis of student grades
20 interviews
Case study as a mediating artifact

10. Classroom clustering
Participants
Cluster 1
5 students
(25%)
Cluster 2
8 students
(40%)
Cluster 3
7 students
(35%)
20 participants from 17 countries
12 males, 8 females

11. Student 1, domestic student from the Netherlands:
Speaks 23 times
4 times to organise the group/activity
7 times to contribute academic content
12 times socially
Student 3, from Latin America:
Speaks 6 times
1 time to organise the group/activity
2 times to contribute academic
content
3 times socially
Student 2, from East Asia:
Speaks 2 times
0 times to organise the group/activity
2 times to contribute academic
content
0 times socially
Student 4, from Europe:
Speaks 13 times
3 times to organise the group/activity
6 times to contribute academic
content
4 times socially
Student 5, from East Asia:
Speaks 7 times
1 times to organise the group/activity
5 times to contribute academic
content
1 times socially
Case Study

12. • Communication
• Cultural influences
• Emotional reactions
• Language
• Interaction
• Openness
• Previous international experiences
• Social contributions
• Social connections
Social element codes
Second coder:
κ = .710
Third coder:
κ = .843

13. 1582 total
codes
618 social
element
codes
(39.1%)

14. Common themes for
all clusters

15. ‘Open environments’
‘I think the most important thing is being open to each other. If
you’re in a group and you’re afraid to say something, then you’re
going to miss out on a lot, because every input is valuable because
you can grow from it.’
(Participant 1, male, Eastern European, GPA = 6.67, Cluster 2)
‘That you don’t feel like you’re lost or you don’t belong in that
group, that’s really important. So you feel included, that’s really
important. That you can talk to each other, like in a familiar way
and that you harmonise. I think that’s really important. That’s the
main thing or main goal of an intercultural group you’re supposed
to work on.’
(Participant 16, male, German, GPA = 4.83, Cluster 3)

16. Use of ‘lingua franca’
‘It’s [people speaking their native language in group work]
very, very frustrating. I think it really de-motivates the class
because if you’re trying to speak and you’re trying to say
something and everyone is having these little conversations
that you don’t even understand, it de-motivates the group
and they can’t focus. It just means that everyone can’t
communicate.’
(Participant 11, female, Dutch, GPA = 4.33, Cluster 3)

17. Perceived value of cross-cultural
collaboration
‘I feel you need to know we live in a convoluted world with all
sorts of nationalities, and the world is getting more
international every day. I feel like you need that to be part of the
real world.’
(Participant 18, male, Latin American, GPA = 5.00, Cluster 2)

18. Common themes for
Cluster 1
(high performing)

19. Social connections as ‘more fun’
‘For me, I think some social talk is much easier than the
academic topics, and people are more willing to speak
about their daily life, for instance their hobbies, than
speaking about the [group work] topic. It’s boring.’
(Participant 17, female, GPA = 7.33, Chinese)
‘It’s boring to be with always the same people because
you have nothing to tell them if they are from the same
places and the same country.’
(Participant 20, male, GPA = 8.67, Belgian)

20. Social connections as helpful for
‘others’
‘Sometimes they need to be pushed into this, pushed into the
cold water of saying something and trying it out…I think it is a
necessary experience and if you push such students here at
[university name] to be socially active, especially those from
other regions or continents, this is something which is only
going to help them in the long run.’
(Participant 9, male, GPA = 9.67, American)
‘I think it’s just with these people [foreign students] that they
need two months to get acquainted to you and then in the
end, they will probably be more likely to share their ideas or to
give more input.’
(Participant 14, male, GPA = 8.67, Dutch)

21. ‘Utopian’ vision of diversification
‘Everybody comes from different countries, at least at
this uni. That really helps because you just get a
larger point of view. You cannot only look at yourself
as yourself, but you can look at yourself in the world.
I don’t know how to explain it, but you feel part of
something. You feel like you belong.’
(Participant 13, female, GPA = 7.83, Italian)

22. Student agency in forming social
connections
‘I think introduction is not enough, but for tutor, I
don’t know. I think it depends on the students
themselves. I don’t think the tutor can do much to
help this.’
(Participant 17, female, GPA = 7.33, Chinese)

23. Common themes for
Cluster 2
(mid performing)

24. Social connections as a precursor
to productivity
‘Wasn’t there a thing in management, like the
water fountain thing? That people in the break
room, they learn more, and get more work done,
because they got to know each other in the break
room and socially, than just working. So I mean, if
that works in the real life, why wouldn’t that work in
the classroom?’
(Participant 18, male, GPA = 5.00, Latin American)

25. Cross-cultural collaboration as
potentially awkward
‘When you are not speaking socially, you might feel
kind of rejected. I think you’re always feeling that
awkward moment when you are not speaking with
people. I think that maybe the others don’t know
how to get on with them [those who are quiet],
because they are not speaking so they will not be
willing to speak to them. It will always be weird.’
(Participant 2, male, GPA = 6.33, Swedish)

26. Teacher interventions difficult
‘I don’t really want to say all the things that
everybody used to say, like ‘everybody work
together,’ blah, blah, blah. I mean, so many advice
and so many times we have heard everything from
high school teachers, from tutors, from professors.
But the thing is, it doesn’t really make a change in
people’s minds.’
(Participant 15, male, GPA = 5.67, Greek)

27. Common themes for
Cluster 3
(low performing)

28. Social connections as essential
for working together
‘I was in that situation as well when I was in a group and
I didn’t know anyone and they…all knew other and didn’t
want to do anything with me or something. I didn’t feel
as part of the group. I think that’s the main goal of a
group: to get to know each other, to feel comfortable in
that group.’
(Participant 16, male, GPA = 4.83, German)
‘This tutorial…I’m not as close with them and I don’t feel
as comfortable with them. I’m less likely to put myself
out there. I’ll restrict myself just a tiny bit because there’s
something subconsciously holding me back.’
(Participant 11, female, GPA = 4.33, Dutch)

29. Cross-cultural group work as
inherently socially awkward
‘I came in class and I was just looking at random
strangers and like, “I have to work with them for
eight weeks?” And we were sitting there like “oh my
god” and we were all, like, having the same feeling.’
(Participant 16, male, GPA = 4.83, German)

30. Teacher a key role in facilitating
social connections
‘There was this one tutor…and she made criteria for us [in our
introductions] like, “You have to say your name, you have to say
your age, and you have to tell us the most embarrassing moment
that happened to you in [university name]”… But because of that,
because of how she made us do these things, we really got along
good.’
(Participant 8, male, GPA = 3.33, Eastern European)
‘Well, our first tutor was awesome. He was there during the groups
and talking to us, asking our plans for the weekend. Now…we have
absolutely no personal contact with them [my current tutors]. They
never ask, ‘how was your weekend?’ That’s just a small sentence
but it makes you more comfortable.’
(Participant 10, female, GPA = 3.83, Eastern European)

31. Conclusions
1.) All students desired an opportunity to form
connections with diverse peers
2.) Subtle variations for reasons why depending on
achievement level
3.) Role of the teacher was considered differently by
high and low achieving students

32. Future consideration:
Increased
social
connectedness
Higher
achievement
Higher
achievement
Increased
social
connectedness
OR

33. Contact information:
Jenna Mittelmeier
Institute of Educational Technology
The Open University, UK
jenna.mittelmeier@open.ac.uk
@JLMittelmeier