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ABSTRACT

Working productively with others is an expected norm in the work environment today. In the higher education milieu, most of the preparation for this reality is encouraged through group work. This study examines the phenomenon from a student perspective and provides insights into the challenges and learning opportunities embedded within dyadic group work. Postgraduate students enrolled on a management programme at a South African university were required to complete a short reflective paper on a group experience. Content analysis was used to analyse 440 student papers. The results showed four broad themes that included: communication strategies; intended future behaviours; fit, synergy, and learning; and issues of conflict. Collaboration and cooperation are sought-after graduate skills and academy's role must be to engender these competencies as part of higher education's contribution to developing individuals who can work effectively with others in the 21st century workplace.

5. Discussion and conclusion

The underlying question this study sought to answer was: does dyadic group work enhance or detract from individual learning? Although Bacon’s (2005) research showed a negative impact of a group assignment on learning, the findings of this study revealed high levels of functionality. Where pairs appeared to be productive, the results indicated that this was due to early conversations around ground rules, having trust in the other's ability to deliver on time, and maintaining good, ongoing working relationships. Where members had complementary styles or similar values, the dyadic processes were reported as cooperative and effective. Key elements of interdependence, reciprocity, and exchange underpinning dyadic relationships as highlighted by Liden et al. (2016) are seen here. Although possibly not directly attributable to dyad interaction, 30% of the students could reflect on their own behaviours in the paired process and expressed a desire to improve specific aspects. The challenges faced by the postgraduate student sample stemmed predominantly from interpersonal conflicts, varying work styles, and limited or inadequate communication. This indicated that the dyadic process was by no means devoid of disadvantages. Although the students in this study were familiar with one another as they had previously worked together in their class cohorts, not all of them could be expected to work together when paired together given the various possible patterns of dyadic relationships (Watanabe & Swain, 2007). Students did not have the opportunity or power to change their partners and merely had to adjust to each other's idiosyncrasies and focus on the demands of the task. While Courtright et al. (2015) argued that task interdependence ensured dyadic cohesion, this was insufficient in some instances where communication, the relationship itself, and personality alignment exerted a more meaningful impact (Eberly et al., 2017). Despite a meta-analysis that suggested a negative relationship between relationship conflict and team performance (De Dreu & Weingart, 2003), several postgraduate students expressed the view that a lack of disagreement had the potential to inhibit the pair's performance.