This chapter examines the pedagogical conditions that enable group work in higher education to achieve optimal outcomes. It argues that effectiveness depends on aligning task type, learner characteristics, and instructional goals. Deep inquiry, dialogue, and collaborative problem-solving benefit most from group work, while simple recall tasks suit individual study. Educators are encouraged to match collaborative structures to objectives and account for self-efficacy, cognitive style, and time. The chapter emphasises intentional group formation, with diversity enhancing both learning and interpersonal growth. Drawing on social network theory, it highlights how communication, trust, proximity, and shared knowledge underpin cohesion. Thoughtful design ensures structural and interpersonal factors support effective collaboration.