Effective Pedagogy for Student-Team Projects

Batra, Madan M.; Walvoord, Barbara E.; Krishnan, Krish S.

doi:10.1177/027347539701900204

Cited by 46 publications

(34 citation statements)

References 13 publications

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“…Research also isolates problems that inhibit group effectiveness (e.g., Hansen, 2006) and pedagogical approaches to deal with problems and enhance the effectiveness of group assignments (e.g., Gardner & Korth, 1998). While a few researchers have raised negative outcomes such as disparity in learning because of unequal participation (Batra, Walvoord, & Krishnan, 1997) or specialization of labor (McCorkle et al, 1999), little attention has been directed at formally developing a comprehensive understanding of the ways in which group assignments can and do result in negative or unintended consequences for students.…”

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confidence: 99%

Unintended Cognitive, Affective, and Behavioral Consequences of Group Assignments

Neu

2012

Journal of Marketing Education

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Pedagogical strategies can be thought of as a set of stimuli placed in students' environment to influence their cognition, affect, and behavior. The design of strategies such as group assignments and a comprehensive understanding of their consequences for students should then include an analysis of all three of these elements and the interrelationships that exist among them. As such, this study investigated the unintended cognitive, affective, and behavioral consequences of group assignments experienced by undergraduate business students. The discovery-oriented method of grounded theory was used. Data were gathered from a sample of 32 undergraduate marketing and management students by combining the Zaltman Metaphor Elicitation Technique with in-person interviews. Findings indicate that students do experience several cognitive and affective consequences that are contrary to the broad range of benefits consistently highlighted in academic literature. Findings also highlight prevalent behaviors that motivate the cognitive and affective consequences. The study should give educators reason to seriously consider the extent to which group assignments contribute to or detract from the value of undergraduate business education.

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Unintended Cognitive, Affective, and Behavioral Consequences of Group Assignments

Neu

2012

Journal of Marketing Education

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“…T he use of student-led group projects in business schools has been growing over the past couple of decades (Batra, Walvoord, & Krishnan, 1997;Huff, Cooper, & Jones, 2002). The Association to Advance Collegiate Schools of Business (AACSB) accreditation standards for business schools require faculty members to "encourage collaboration and cooperation among participants" (Standard 13).…”

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Social Loafing on Group Projects

Aggarwal

O’Brien

2008

Journal of Marketing Education

236

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To respond to the expectations of the industry and business school accreditation bodies, marketing faculty have been making extensive use of group projects in their curricula. A common problem with the use of student groups, however, is that of social loafing. In this study, we identify some easy-to-implement project set-up factors and examine their impact on reducing the incidence of social loafing. We find that the incidence of social loafing increases with the scope of the project and the size of the student group assigned to the project. We also find that having multiple peer evaluations during the course of the project reduces social loafing. We study the impact of social loafing on students' satisfaction with group members' contribution and the perceived fairness of the project grade. Recommendations for reducing social loafing and increasing students' satisfaction with group projects are also discussed.

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“…"Passive" instruction, i.e., lecture only, is considered to be an inferior mode of teaching (Bartlett 1995a(Bartlett , 1995bBatra, Walvoord, & Krishnan, 1997;Bowen, Kent, Clark, Holloway, & Wheelwright, 1994;Comer, 1995;Goodsell, Maher, & Tinto, 1992;Johnson, Johnson, & Smith, 1991;Kerr, 1983;McCorkle, Diriker, & Alexander, 1992;McKinney & Graham-Buxton, 1993;Moore, 1998;Rau & Heyl, 1990;Strong & Anderson, 1990;William, Beard, & Rymer, 1991). Economics courses, however, seem to be the exception where professors prefer lecture and chalk board techniques (Benzing & Christ, 1997;Becker & Watts, 2001).…”

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A Critical Look at the Use of Group Projects as a Pedagogical Tool

Ashraf

2004

Journal of Education for Business

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Effective Pedagogy for Student-Team Projects

Cited by 46 publications

References 13 publications

Unintended Cognitive, Affective, and Behavioral Consequences of Group Assignments

Unintended Cognitive, Affective, and Behavioral Consequences of Group Assignments

Social Loafing on Group Projects

A Critical Look at the Use of Group Projects as a Pedagogical Tool

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