References
- Adler, P.S., & Kwon, S.W. (2002). Social capital: prospects for a new concept. Academy of Management Review, 27(1), 17–40.
- Ahn, S., Lee, S., & Steel, R.P. (2014). Construction workers’ perceptions and attitudes toward social norms as predictors of their absence behavior. Journal of Construction Engineering and Management, 140(5), 04013069.
- Andrews, M.C., Kacmar, K.M., Blakely, G.L., & Bucklew, N.S. (2008). Group cohesion as an enhancement to the justice – affective commitment relationship. Group & Organization Management, 33(6), 736–755.
- Andrew, M. (2014). Community and individuality: Teaching and learning insights from a postgraduate online writing program. SAGE Open, 4(3), 1–13.
- Anvuur, A.M., Kumaraswamy, M., & Fellows, R. (2012). Perceptions of status and TMO workgroup cooperation: implications for project governance. Construction Management and Economics, 30(9), 719–737.
- Baker, V.L., & Lattuca, L.R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807–827.
- Ballesteros-Pérez, P., González-Cruz, M.C., & Fernández-Diego, M. (2012). Human resource allocation management in multiple projects using sociometric techniques. International Journal of Project Management, 30(8), 901–913.
- Bartsch, V., Ebers, M., & Maurer, I. (2013). Learning in project-based organizations: The role of project teams’ social capital for overcoming barriers to learning. International Journal of Project Management, 31(2), 239–251.
- Bernard, H.R., & Ryan, G.W. (2010). Analyzing qualitative data: Systematic approaches, Thousand Oaks, CA: SAGE.
- Beattie, I.R. & Thiele, M. (2016). Connecting in class?: College class size and inequality in academic social capital. The Journal of Higher Education, 87(3), 332–362.
- Blumenfeld, P.C., Marx, R.W., Soloway, E., & Krajcik, J. (1996). Learning with peers: From small group cooperation to collaborative communities. Educational Researcher, 25, 37–40.
- Borgatti, S.P., & Halgin, D.S. (2011). Elicitation techniques for cultural domain analysis. In J. Schensul & M. LeCompte, eds. The ethnographer’s toolkit, Volume 3. Walnut Creek, CA: Altamira Press.
- Bousfield, W., & Barclay, W. (1950). The relationship between order and frequency of occurrence of restricted associative responses. Journal of Experimental Psychology, 40(5), 643–647.
- Braun, T., Müller-Seitz, G., & Sydow, J. (2012). Project citizenship behavior? — An explorative analysis at the project-network-nexus. Scandinavian Journal of Management, 28(4), 271–284.
- Breen, R., & Lindsay, R. (2002). Different disciplines require different motivations for student success. Research in Higher Education, 43(6), 693–725.
- Brewer, D. (1995a). Cognitive indicators of knowledge in semantic domains. Journal of Quantitative Anthropology, 5(2),107–128.
- Brewer, D. (1995b). Patterns in the recall of persons in a department of a formal organization. Journal of Quantitative Anthropology, 5(4), 255–284.
- Brewer, D.D. (2002). Supplementary interviewing techniques to maximize output in free listing tasks. Field Methods, 14, 108–118.
- Chipperfield, S.R. (2012). The effect of group diversity on learning on a university-based foundation course. Journal of Further and Higher Education, 36(3), 333–350.
- Cho, H., Gay, G., Davidson, B., & Ingraffea, A. (2007). Social networks, communication styles, and learning performance in a CSCL community. Computers & Education, 49(2), 309–329.
- Coleman, J.S. (1988). Social capital in the creation of human capital. The American Journal of Sociology, 94(Supplement), S95–S120.
- Dawson, S. (2008). A study of the relationship between student social networks and sense of community. Educational Technology & Society, 11, 224–238.
- Decuyper, S., Dochy, F., & Van den Bossche, P. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations. Educational Research Review, 5(2), 111–133.
- Deeter-Schmelz, D.R., Kennedy, K.N., & Ramsey, R.P. (2002). Enriching our understanding of student team effectiveness. Journal of Marketing Education, 24, 114–124.
- Di Vincenzo, F., & Mascia, D. (2012). Social capital in project-based organizations: Its role, structure, and impact on project performance. International Journal of Project Management, 30(1), 5–14.
- Draper, S.W. (2008). Tinto’s model of student retention. Departmnent of Psychology, University of Glasgow, Glasgow, Scotland.
- Eggens, L., Werf, M.P.C., & Bosker, R.J., 2007. The influence of personal networks and social support on study attainment of students in university education. Higher Education, 55(5), 553–573.
- Festinger, L. (1950). Informal social communication. Psychological Review, 57, 271–282.
- Gorse, C.A., & Emmitt, S. (2007). Communication behaviour during management and design team meetings: a comparison of group interaction. Construction Management and Economics, 25(11), 1197–1213.
- Grabher, G., & Thiel, J. (2015). Projects, people, professions: Trajectories of learning through a mega-event (the London 2012 case). Geoforum, 1–10.
- Gundeson, D.E., & Moore, J.D. (2008). Group learning pedagogy and group selection. International Journal of Construction Education and Research, 4, 34–45.
- Handford, M., & Matous, P. (2015). Problem-solving discourse on an international construction site: Patterns and practices. English for Specific Purposes, 38, 85–98.
- Handley, K., Sturdy, A., Fincham, R., & Clark, T. (2006). Within and beyond communities of practice: Making sense of learning through participation, identity and practice. Journal of Management Sciences, 43(3), 641–653.
- Havnes, A. (2008). Peer‐mediated learning beyond the curriculum. Studies in Higher Education, 33(2), 193–204.
- Haythornthwaite, C. (2002). Building social networks via computer networks: Creating and sustaining distributed learning communities. In K.A. Renninger & W. Shumar, Building virtual communities: Learning and change in cyberspace. Cambridge, UK: Cambridge University Press, pp. 159–190.
- Hendry, G., Wiggins, S. & Anderson, T. (2016). The Discursive Construction of Group Cohesion in Problem-based Learning Tutorials. Psychology Learning & Teaching, 15(2), 180–194.
- Hoegl, M., & Gemuenden, H.G. (2001). Teamwork quality and the success of innovative projects: A theoretical concept and empirical evidence. Organization Science, 12(4), 435–449.
- Johnson, D.W., & Johnson, R.T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.
- Keung, C.C.W., & Shen, L.Y. (2013). Measuring the networking performance for contractors in practicing construction management. Journal of Management in Engineering, 29(4), 400–406.
- Koh, T.Y., & Rowlinson, S. (2014). Project team social capital, safety behaviors, and performance: A multi-level conceptual framework. Procedia Engineering, 85, 311–318.
- Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149–164.
- Lin, S. (2015). An analysis for construction engineering networks. Journal of Construction Engineering and Management, 141(5), 04014096.
- Lindkvist, L. (2005). Knowledge communities and knowledge collectivities: A typology of knowledge work in groups. Journal of Management Studies, 42, 1189– 1210.
- Lizzio, A., & Wilson, K. (2010). Self-managed learning groups in higher education: Students’ perceptions of process and outcomes. British Journal of Educational Psychology, 75(3), 373–390.
- Lozares, C., Roldán, P.L., Verd, J.M., Marti, J., & Molina, J.L. (2011). Cohesión, Vinculación e Integración sociales en el marco del Capital Social. REDES Revista Hispana Para El Análisis de Redes Sociales, 20(1), 1–28.
- Maghiar, M., Sturges, D., Maurer, T., & Jackson, M. (2015). Exploration of student perceptions, behaviors and academic performance in construction management classes. International Journal of Construction Education and Research, 1–16.
- Mann, S.J., (2001). Alternative perspectives on the student experience: Alienation and engagement. Studies in Higher Education, 26(1), 7–19.
- Martin, A.J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327–365.
- Muir, I., & Langford, D. (1994). Managerial behaviour in two small construction organisations. International Journal of Project Management, 12(4), 244–253.
- Mutis, I., & Issa, R.R.A. (2011). Learning to appropriate a project social network system technology. In Proceedings, International Workshop on Computing in Civil Engineering, Miami, Florida, 19º22 June, ASCE. 826–833.
- Nahapiet, J., & Ghoshal, S. (1998). Social capital, intellectual capital, and the organizational advantage. Academy of Management Review, 23(2), 242–266.
- Orsmond, P., Merry, S., & Callaghan, A. (2011). Communities of practice and ways to learning: charting the progress of biology undergraduates. Studies in Higher Education, 38(6), 890–906.
- Osterman, K.F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367.
- Oztok, M., Zingaro, D., Makos, A. & Hewitt, J. (2015). Capitalizing on social presence: The relationship between social capital and social presence. Internet and Higher Education, 26, 19–24.
- Pauget, B., & Wald, A. (2013). Relational competence in complex temporary organizations: The case of a French hospital construction project network. International Journal of Project Management, 31(2), 200–211.
- Pryke, S. (2012). Social network analysis in construction. Chichester, UK: Wiley-Blackwell.
- Quinlan, M. (2004). From the bush: The frontline of health care in a Caribbean village. Belmont, CA: Wadsworth.
- Quinlan, M. (2005). Considerations for collecting freelists in the field: Examples from ethobotany. Field Methods, 17(3), 219–234.
- Ryan, G.W., Nolan, J.M. & Yoder, P.S. (2000). Successive free listing: Using multiple free lists to generate explanatory models. Field Methods, 12(2), 83–107.
- Schrauf, R.W., & Sanchez, J. (2010). Age effects and sample size in free listing. Field Methods, 22(1), 70–87.
- Sense, A.J. (2011). The project workplace for organizational learning development. International Journal of Project Management, 29(8), 986–993.
- Strauss, P., U, A., & Young, S. (2011). “I know the type of people I work well with”: student anxiety in multicultural group projects. Studies in Higher Education, 36(7), 815–829.
- Summers, J.J., & Svinicki, M.D. (2007). Investigating classroom community in higher education. Learning and Individual Differences, 17(1), 55–67.
- Sutrop, U. (2001). List Task and a Cognitive Salience Index. Field Methods, 13(3), pp. 263–276.
- Thompson, E., & Juan, Z. (2006). Comparative cultural salience: Measures using free-list data. Field Methods, 18(4), 398.
- Thomson, D., Kaka, A., Pronk, L. & Alalouch, C. (2012). The use of freelisting to elicit stakeholder understanding of the benefits sought from healthcare buildings. Construction Management and Economics, 30(4), 309–323.
- Toor, S.U.R., & Ofori, G. (2008). Developing construction professionals of the 21st century: Renewed vision for leadership. Journal of Professional Issues in Engineering Education and Practice, 134(3), 279–286.
- Van den Bossche, P., & Segers, M. (2013). Transfer of training: Adding insight through social network analysis. Educational Research Review, 8(C), 37–47.
- Villar, E., & Albertín, P. (2010). “It is who knows you.” The positions of university students regarding intentional investment in social capital. Studies in Higher Education, 35(2), 137–154.
- Vorakulpipat, C., Rezgui, Y., & Hopfe, C.J. (2010). Value creating construction virtual teams: A case study in the construction sector. Automation in Construction, 19(2), 142–147.
- Wei, J., Zheng, W., & Zhang, M. (2011). Social capital and knowledge transfer: A multi-level analysis. Human Relations, 64(11), 1401–1423.
- Wilcox, P., Winn, S., & Fyvie-Gauld, M. (2005). “It was nothing to do with the university, it was just the people”: the role of social support in the first‐year experience of higher education. Studies in Higher Education, 30(6), 707–722.
- Wildemeersch, D., Jansen, T., Vandenabeele, J., & Jans, M. (1998). Social learning: a new perspective on learning in participatory systems. Studies in Continuing Education, 20(1), 251–265.
- Winkler-Rhoades, N., Medin, D., Waxman, S.R., Woodring, J. & Ross, N.O. (2010). Naming the animals that come to mind: Effects of culture and experience on category fluency. Journal of Cognition and Culture, 10(1), 205–220.
- Yeatts, D. E., & Hyten, C. (1998). High performing self managing work teams. Thousand Oaks, CA: Sage.