Overall, a total of 1582 codes were recorded, of which 39.1% (n = 618) were in the social element category. Participants in cluster 1 contributed an individual average of 94.4 (SD = 29.28) total codes and 31.2 social element codes (SD = 7.76). Cluster 2 participants contributed an individual average of 71.6 (SD = 17.75) codes and 27.75 (SD = 12.14) social element codes. Finally, participants in cluster 3 contributed an individual average of 76.7 codes (SD = 17.66) and 24.28 social element codes (SD = 11.40). A descriptive summary of social element themes by cluster is depicted in Table 3. We considered whether there were differences between clusters in terms of the quantity of statements for each code and found only a few differences. First, high-performing students on average discussed cultural influences with working with diverse group members more often. Second, low-performing students more frequently discussed the role of forming social relationships with group members.
Table 3 Number of codes by category and cluster
Although students may have discussed the same general topics in terms of quantity, we were particularly interested in understanding qualitative similarities and differences in student opinions, especially between those of varying performance levels (research question 2). Thus, comparisons of coded statements were made by cluster (i.e. performance level), which will be discussed next.
Common themes in all clusters
Several themes were common to participants in all clusters and are important to note. Perhaps most prevalent was the notion that all participants wished to have the opportunity to build social relationships with their fellow group members. This is interesting, as there were no interview questions that specifically addressed social relationships between group members, yet this was a prominent emerging theme of discussion that was voluntarily offered by all 20 interview participants. There was also an overall perception among all participants that the ‘vibe’ within the classroom and between group members is an important element of group work. Participants highlighted that building an open and inclusive environment through social relationships is key to successful collaborative work.
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)
Yet, the reasons for why participants wanted to build social relationships with peers varied between those in different clusters, which will be highlighted in the following sections.
An additional common theme among all 20 participants was the importance of the use of the lingua franca (in this case, English) in encouraging collaboration and communication in group work.
It’s [people speaking their native language during 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)
Alright we say lingua franca, but for example somebody, a German guy who does not work on English, he asks in German and that makes the first step into speaking German. Then it starts slowly, slowly, slowly speaking more and more German. So I really think the communication plays a very important role in the group bonding. (Participant 15, male, Greek, GPA = 5.67, cluster 2)
Similarly, many participants (16 of the 20) highlighted that the teacher or tutor plays an essential role in encouraging the use of a common language between group members in the classroom. In this regard, participants particularly wanted teachers to assign them to highly diverse groups with peers from other countries.
I think the mix of countries is better because it will improve your communication skills. I think people always get used to speaking their mother tongue. Like if I have a Chinese student that is with me, sometimes I will forget the lingua franca, to speak English. So sometimes I will turn to speak Chinese with my Chinese mates. (Participant 17, female, Chinese, GPA = 7.33, cluster 1)
They should try to make, especially with tutors, the groups as international as possible, because if they put only domestic students in one group, it becomes really easy for them to work. They should challenge them to the max so that they cannot speak their mother language and can cooperate with others on other activities. (Participant 6, female, Eastern European, GPA = 4.83, cluster 3)
In addition to language, nearly all participants (19 of the 20) noted that the opportunity to work with diverse peers was a positive challenge that could help them gain essential skills.
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)
Yet, despite these commonalities, there were several key differences between participants in different clusters, which will be discussed in the following sections.
Cluster 1: high-performing students
The five participants in cluster 1 tended to think of themselves as leaders and all viewed cross-cultural group work as an opportunity to gain skills for future employment. Yet, when high-performing students talked about forming social relationships with diverse group members, they did not typically refer to educational benefits of getting to know their group members. Instead, four of the five highlighted that forming social bonds can make group work more fun or entertaining and less ‘boring’. For example:
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)
When discussing the role of the teacher or university in building social relationships within the classroom, those in cluster 1 all referred to the benefits for other, less active students rather than themselves. For instance:
Sometimes they [less active students] 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 [international 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)
At the same time, participants in cluster 1 all felt that interventions, such as more in-depth introductions or icebreaker activities, may benefit less active students. However, they tended to feel that these should be the responsibility of the group members (i.e. students), rather than teachers.
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)
Instead, those in cluster 1 all viewed the teacher’s role as that of developing students’ ‘soft skills,’ such as communication and collaboration skills. Yet, these were often viewed as separate from building social relationships.
Especially for business, the university has to prepare not just the academic part and business knowledge, because in business you need not just theoretical skills, but also soft and practical skills. The university has to push them [less active group members] into developing their soft skills. (Participant 9, male, GPA = 9.67, American)
Four of the five participants in cluster 1 additionally felt that students at the university were already open to working with those from different countries. There was frequent mention that openness in cross-cultural situations is ‘natural’.
So here in [university name] especially, 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)
Altogether, high-performing students were often highly driven individuals who viewed social relationships in group work as a benefit to their personal enjoyment rather than their learning. However, these participants clearly highlighted that social relationships are necessarily for the adjustment of ‘other,’ lower performing students.
Cluster 2: mid-performing students
In comparison, the eight participants in cluster 2 discussed more about how social relationships can impact group dynamics and productivity, unlike participants in cluster 1 who frequently viewed social relationships and group dynamics separately. Cluster 2 participants often commented that forming social bonds with their group members would benefit communication and co-creation of knowledge. For example:
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)
Similarly, all but one in cluster 2 noted the importance of group members being comfortable with one another in order to encourage participation.
I think the most important thing is to make people comfortable, because if you don’t feel comfortable, then you won’t say anything. (Participant 19, female, GPA = 6.17, German)
Participants in cluster 2 were also more likely to discuss negative social experiences in group work. Unlike those in cluster 1, who often felt that cross-cultural communication was relatively natural, there was more of a perception of social tensions for all those in cluster 2.
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)
I know what’s going on in Europe and the lifestyle, but I think that people sometimes have a prejudice in their minds because I’m from [outside Europe]. Even a girl asked me, she said ‘Maybe you can talk about religion,’ and I’m not religious at all so I was just thinking, ‘No way!’ (Participant 12, female, GPA = 5.67, Middle Eastern)
The role of the teacher in developing social relationships and collaboration was discussed more frequently with participants in cluster 2. However, five of the eight participants were unconfident in their teacher’s ability to successfully decrease group tensions.
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)
Two of the remaining three participants felt that teacher interventions, although well-intentioned, might not be received positively by students.
Maybe if they had some kind of social activities before the starting of the group, like team-building and stuff. It kind of makes the people feel more comfortable. But I think it won’t be accepted so well because we are not in the kindergarten, we are in university. (Participant 6, female, GPA = 5.00, Bulgaria)
Altogether, students in cluster 2 felt that social relationships are a necessary component of successful group collaboration and were more likely to demonstrate tensions as a natural component of working with students from other backgrounds.
Cluster 3: low-performing students
The seven participants in cluster 3 tended to feel less comfortable with group work and often admitted to contributing less than their peers. At the same time, all participants in cluster 3 frequently noted that social relationships are essential and necessary components for productivity in cross-cultural group work, using stronger language than participants in cluster 1 or 2. Six of the seven participants highlighted that knowing their group members on a more personal level helps them feel more comfortable and more likely to participate.
I was in that situation as well when I was in a group and I didn’t know anyone and they … all knew each 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)
Although participants in cluster 1 typically felt that collaboration happens naturally, those in cluster 3 all felt that cross-cultural group work is inherently socially awkward. This was typically expressed in more definite terms than participants in cluster 2.
The first time we met, we didn’t know each other, but then we kept working together. I think you should discover the people you’re working together, like when you start talking with them. If you don’t, it’s sometimes an awkward situation. (Participant 7, male, GPA = 3.17, African)
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)
Participants in cluster 3 also all discussed the role of the teacher or tutor in creating a positive social atmosphere in the classroom. Unlike those in cluster 2, participants in cluster 3 were much more positive about the teacher’s ability to decrease social tensions, even in small ways:
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)
Six of the seven participants in this cluster also demonstrated more of a desire for the teacher to play an active role in developing the social atmosphere, by providing more activities such as icebreakers.
What I’ve seen that helps a lot, like the first day that I got to [university name] we had this introduction day. What we started doing first, I think we played a few games. That helped people ease up. I think if the group work starts with a social activity first, that can definitely help make everybody feel at ease and more likely to interact better. (Participant 3, male, GPA = 4.50, African)
There was this one tutor, a German woman, really organized, 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)
The seventh participant (a domestic student), however, felt that teachers should instead focus on encouraging engagement through enthusiastic teaching.
I would definitely say that how they act influences and affects the students. If they are unhappy, the students will be unhappy. If they are enthusiastic, then it will rub off on the students and they will be enthusiastic. (Participant 11, female, GPA = 4.33, Dutch)
In summary, participants in cluster 3 were much more likely to feel that social relationships are an essential component to group work. They were also more likely to highlight the prevalence of social tensions in group work and express a desire for more interventions and resources to create a more comfortable environment.