The role of needs theory in shaping digital peer collaboration among business school students | |
| Author | Tippawong Rodjanatham |
| Call Number | AIT Diss. no.SM-25-04 |
| Subject(s) | Group work in education--Thailand Educational technology--Collaboration--Thailand Internet in education--Collaboration--Thailand |
| Note | A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Management |
| Publisher | Asian Institute of Technology |
| Abstract | Collaboration is widely acknowledged as an essential skill in both academic and professional environments, especially in contemporary management education where online group activities are increasingly common. Although important, student engagement in online collaborative learning is often inconsistent, with motivation recognized as a crucial yet insufficiently studied factor affecting participation. Existing studies have predominantly overlooked the motivational mechanisms that drive students’ intentions and behaviors in digital group contexts, especially among diverse student populations such as full-time and part-time MBA students. This study draws on McClelland’s theory of needs—which explains the motivational drivers of achievement, affiliation, and power—and the Theory of Planned Behavior (TPB) to build up a conceptual model of the factors influencing students’ intention to collaborate in group work assignments within online group settings (digital peer collaboration intention) and the actual collaboration behavior (actual digital peer collaboration) among master's degree students in business schools. The model was empirically tested utilizing a two-wave survey design. The data were obtained from a sample of 279 students, comprising both full-time and part-time attendees, across four universities in Bangkok, Thailand. Participants completed an online survey at the onset of the course (t0) and when the course completes (t1). Data analysis was conducted through the use of SEM (structural equation modeling). The results reveal a U-shaped effect of the digital peer collaboration intention on the actual collaboration behavior. Moreover, the need for achievement and need for affiliation positively influenced digital peer collaboration intention, while the need for power did not demonstrate a significant association. Notably, differences emerged between full and part-time students in the context of the association between the need for power and digital peer collaboration intention. This study thereby advances the literature concerning the field of management education when using collaborative online learning approaches, which is crucial for understanding and improving online collaborative learning experiences. Additionally, the present study provides a theoretical understanding and practical applications in online education. Finally, the limitations of this research study are discussed, along with ideas for future study. |
| Year | 2025 |
| Type | Dissertation |
| School | School of Management |
| Department | Other Field of Studies (No Department) |
| Academic Program/FoS | Doctor of Philosophy in Management (Publication code = SM) |
| Chairperson(s) | Badir, Yuosre F. |
| Examination Committee(s) | Ransom, Lakeesha K.;Chutiporn Anutariya |
| Scholarship Donor(s) | Royal Thai Government Fellowship |
| Degree | Thesis (Ph.D.) - Asian Institute of Technology, 2025 |