The study involved domestic and international (Chinese) students in a business management course in a UK university. In one semester, the class was structured in a typical manner involving lectures, seminars, and tests. The second semester was based on a collaborative, blended approach for students, as students would not only receive lectures but group work based on a simulation of managing a virtual company. The grades received in the classes would be the variable that compares the two approaches in seeing which one mitigated the performance gap between domestic and international students better.