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The Impact of Diversity, Prior Academic Achievement and Goal Orientation on Learning Performance in Group Capstone Projects

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Title: The Impact of Diversity, Prior Academic Achievement and Goal Orientation on Learning Performance in Group Capstone Projects
Language: English
Authors: Cheng, L. T. W. (ORCID 0000-0002-5068-1487), Armatas, C. A. (ORCID 0000-0002-3579-0191), Wang, J. W. (ORCID 0000-0001-6887-4343)
Source: Higher Education Research and Development. 2020 39(5):913-925.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Business Administration Education, Capstone Experiences, Student Projects, Academic Achievement, Teamwork, Critical Thinking, Student Satisfaction, Gender Differences, Grade Point Average, Student Diversity
Geographic Terms: Hong Kong
DOI: 10.1080/07294360.2019.1699028
ISSN: 0729-4360
Abstract: Capstone projects are common in undergraduate programmes, providing students with a culminating educational experience designed to draw on the knowledge and skills accumulated over the course of their studies. While there are many benefits to capstone projects, they are not without challenges. In particular, when these projects are conducted in groups, forming groups to optimise the learning outcomes and managing group dynamics can be challenging. In this article, we report on the analysis of data collected from 346 undergraduate business students who completed capstone projects at a Hong Kong university. Measures included students' learning goal (mastery and performance), satisfaction with their supervisor and group diversity in relation to gender, prior academic achievement, self-report nationality and programme of study. Analysis of this data in conjunction with student grades for the project was conducted to inform improvements in design and delivery of the capstone subject to improve students' learning outcomes. The results showed that for groups consisting of three students, group diversity in respect to prior academic achievement as measured by grade point average (GPA) is positively related to the grade achieved in the capstone project. However, diversity in respect to the nationalities in the group was related to poorer performance. Furthermore, the more teacher-focused the group supervisor's approach was, the worse the grade achieved for the project. The results suggest that groups made up of students of different nationalities tend to have lower grades compared to homogeneous groups. In contrast, having a group with a mix of GPAs can result in higher grades on the project. While these findings have informed our understanding of group performance on capstone projects, work is needed to fully understand what underlies the diversity effects identified which will be explored with future cohorts.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1260955
Database: ERIC
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  Data: The Impact of Diversity, Prior Academic Achievement and Goal Orientation on Learning Performance in Group Capstone Projects
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  Data: <searchLink fieldCode="AR" term="%22Cheng%2C+L%2E+T%2E+W%2E%22">Cheng, L. T. W.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5068-1487">0000-0002-5068-1487</externalLink>)<br /><searchLink fieldCode="AR" term="%22Armatas%2C+C%2E+A%2E%22">Armatas, C. A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3579-0191">0000-0002-3579-0191</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wang%2C+J%2E+W%2E%22">Wang, J. W.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6887-4343">0000-0001-6887-4343</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Administration+Education%22">Business Administration Education</searchLink><br /><searchLink fieldCode="DE" term="%22Capstone+Experiences%22">Capstone Experiences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink>
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  Data: 10.1080/07294360.2019.1699028
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  Data: 0729-4360
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  Data: Capstone projects are common in undergraduate programmes, providing students with a culminating educational experience designed to draw on the knowledge and skills accumulated over the course of their studies. While there are many benefits to capstone projects, they are not without challenges. In particular, when these projects are conducted in groups, forming groups to optimise the learning outcomes and managing group dynamics can be challenging. In this article, we report on the analysis of data collected from 346 undergraduate business students who completed capstone projects at a Hong Kong university. Measures included students' learning goal (mastery and performance), satisfaction with their supervisor and group diversity in relation to gender, prior academic achievement, self-report nationality and programme of study. Analysis of this data in conjunction with student grades for the project was conducted to inform improvements in design and delivery of the capstone subject to improve students' learning outcomes. The results showed that for groups consisting of three students, group diversity in respect to prior academic achievement as measured by grade point average (GPA) is positively related to the grade achieved in the capstone project. However, diversity in respect to the nationalities in the group was related to poorer performance. Furthermore, the more teacher-focused the group supervisor's approach was, the worse the grade achieved for the project. The results suggest that groups made up of students of different nationalities tend to have lower grades compared to homogeneous groups. In contrast, having a group with a mix of GPAs can result in higher grades on the project. While these findings have informed our understanding of group performance on capstone projects, work is needed to fully understand what underlies the diversity effects identified which will be explored with future cohorts.
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      – SubjectFull: Business Administration Education
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