The purpose of this paper is to consider how to form and compose work‐groups for teaching and learning in diverse classrooms comprising internationally mobile students.
This study uses survey data from 150 MBA students from 25 countries.
The way members are allocated to a group impacts on both affective and performance outcomes.
For educators and trainers, these results emphasize the importance of group allocation and composition methods for affective and performance outcomes.
Emerald Group Publishing Limited
Copyright © 2008, Emerald Group Publishing Limited