Enhancing (In)Formal Learning Ties in Interdisciplinary Management Courses: A Quasi-Experimental Social Network Study

Autor/inn/en	Rienties, Bart; Héliot, YingFei
Titel	Enhancing (In)Formal Learning Ties in Interdisciplinary Management Courses: A Quasi-Experimental Social Network Study
Quelle	In: Studies in Higher Education, 43 (2018) 3, S.437-451 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rienties, Bart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1174986
Schlagwörter	Quasiexperimental Design; Social Networks; Interdisciplinary Approach; Business Administration Education; Administrator Education; Control Groups; Experimental Groups; Network Analysis; Group Structure; Intellectual Disciplines; Group Dynamics; Group Unity; Masters Programs; Organizational Theories; Hypothesis Testing; Foreign Countries; Regression (Statistics); United Kingdom + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Netzplantechnik; Gruppenstruktur; Geisteswissenschaften; Gruppendynamik; Gruppenidentität; Magister course; Magisterstudiengang; Organisationstheorie; Hypothesenprüfung; Hypothesentest; Ausland; Regression; Regressionsanalyse; Großbritannien
Abstract	While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively "create" interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master's students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were "balanced" by the teacher into groups based upon their initial social network. Using social network analysis, learning ties after 11 weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur "automatically" in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01