Teaching MBA Students Teamwork And Team Leadership Skills:  An Empirical Evaluation Of A Classroom Educational Program

Hobson, Charles J.; Strupeck, David; Griffin, Andrea; Szostek, Jana; Rominger, Anna

doi:10.19030/ajbe.v7i3.8629

Cited by 17 publications

(14 citation statements)

References 48 publications

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“…Since the late 1980s a considerable amount of literature has been published on the importance of group work in the higher education system. Scholars have given prominence to a host of skills that group work offers students (Colbeck et al, 2000;Livingstone and Lynch, 2000;Michaelsen, 1992;Cumming, 2010;Hobson et al, 2014, Cumming et al, 2015 and the problems that students face while working in groups (Pauli et al, 2008;Walker, 2001;Freeman and Greencare, 2011;Maiden and Perry, 2011). Group work research has continued to become more elaborate with studies delving into group work design such as group forming mechanisms (Webb et al, 2002), devising disjunctive or conjunctive tasks (Curşeu et al, 2011), and providing a fairer method of assessment that often includes a peer review element (Pfaff and Huddleston, 2003;Erez et al, 2002;Oakely et al, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

Refocusing group work on collaborative learning and diversifying assessments in political science departments

Burcu

2019

Eur Polit Sci

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Group work is an essential aspect of our personal, educational and professional development, yet it is not a common method of assessment in Politics and International Relations departments at British Universities. This study explores how instructors can effectively engage students in assessed group work to help them develop an appropriate mix of skills by focusing on collaborative learning and scaffolding. It draws on primary sources collected from a final year Politics and International Relations module at a top-ranking British University. Group work assessment is discussed in relation to three points of comparison: cooperative and collaborative learning, formative and summative assessment, and individual and group achievement rates.The key findings suggest that a) students have the ability to learn collaboratively with minimum "scaffolding" in place and prefer being empowered to self-manage their respective groups and arising problems and b) formative group assignments and intermediary feedback are perceived by students as key in supporting group performance. The findings and proposed recommendations provide a guide for educators interested in diversifying their assessment methods and supporting students' development.

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Section: Literature Reviewmentioning

confidence: 99%

Refocusing group work on collaborative learning and diversifying assessments in political science departments

Burcu

2019

Eur Polit Sci

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“…The challenge is "how?" Hobson, Strupeck, Griffin, Szostek, and Rominger (2014) propose leaderless group discussion (LGD) exercises at the start and end of the semester. This effort provides an empirical tool for measuring the nature and degree of team dynamics and leadership.…”

Section: Leadership Skillsmentioning

confidence: 99%

“…Given the near-universal use of teams in U.S. businesses (Cannon-Bowers & Bowers, 2011), more so since the shutdown of industries during the second quarter of 2020 due to the COVID pandemic, it is necessary for graduating students, more than ever, to have the ability to work as an integrated unit with others-teamwork. Not surprisingly, organizations consistently encourage colleges and universities to prepare curricula to build student teamwork and leadership skills (Hobson, et al 2014). Educators have responded by increasingly employing team assignmentsdescribed in the literature as problem-based learning (PBL) exercises-in various courses (Hughes & Jones, 2011;Rafferty, 2013).…”

Section: Teamwork and Interpersonal Skillsmentioning

confidence: 99%

An Immersion Approach to Client-Sponsored Projects: Preparing Students with Soft Skills Required for Hiring - Face to Face & Virtual Methods

Thompson

Conde²,

Gade³

et al. 2020

IJHE

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As higher education is pressured to prove its students’ readiness to work, preparing marketing students to become successful professionals requires faculty to employ a myriad of approaches. Among these approaches that emerged over the past 30 years are client-sponsored projects (CSP) as a superior method to transferring practical experience compared to utilizing text-based case studies. However, according to recent surveys, industry remains unsatisfied with baccalaureate graduates’ readiness to work. Graduating student-preparedness surveys show employers claim an absence of key skills among baccalaureate graduates. To address the gap between current industry survey results, while drawing on CSP literature, this article introduces a semester-long CSP pedagogy where the classroom, face-to-face or virtual, becomes an immersion of a typical corporate team project culture thereby practicing the very skills industry report students lack. In the model presented, students serve as consultants by developing an executable marketing plan for implementation by a client company. The procedures presented yield an experience providing students with performance expectations, much like an individual working in a business environment. During the semester-long journey, students develop the key competencies to specifically address the highlighted skill gaps from surveys among hiring managers. Although most CSPs are tools to help students hone some abilities, most projects typically become nothing more than another teaching tactic. The distinctiveness of the immersion approach presented in this article expands the use of CSP with a rigorous corporate-like in-class experience for both face-to-face and fully online courses. This article describes procedures educators can use for developing a classroom experience integrating real-business world pressures, coaching, and accountability to better prepare graduating students for their careers and satisfy the skills business managers expect.

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“…For example, at the extreme end, Jessop (2018) describes how academic capitalism can result in efforts to seek advantage that rely on political or other forms of extra-economic coercion, such as false prospectuses. Earlier, we detailed some examples of how feedback or instructional teaching practices were being described as coaching, despite bearing little resemblance to how coaching has been conceptualized in the literature (Clegg et al, 2000; Faculty-Student Coaching 28 Hobson et al, 2014;Satzler & Sheu, 2002). Academic capitalism can explain this practice when we understand that coaching is often positioned as an executive 'perk' to reward top performers in the corporate world (McCauley & Hezlett, 2002).…”

Section: Coaching and Academic Capitalismmentioning

confidence: 99%

“…Sue- Chan & Latham, 2004), peers (i.e. Hobson et al, 2014;Oreopoulos & Petronijevic, 2018), alumni and post graduate students (i.e. Capstick et al, 2018;Hunt & Weintraub, 2004;Losch et al, 2006;Sargent et al, 2009;Shojai et al, 2007).…”

Section: Call For Researchmentioning

confidence: 99%

Understanding the Rise of Faculty–Student Coaching: An Academic Capitalism Perspective

Jones

Andrews

2019

AMLE

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Teaching MBA Students Teamwork And Team Leadership Skills: An Empirical Evaluation Of A Classroom Educational Program

Cited by 17 publications

References 48 publications

Refocusing group work on collaborative learning and diversifying assessments in political science departments

Refocusing group work on collaborative learning and diversifying assessments in political science departments

An Immersion Approach to Client-Sponsored Projects: Preparing Students with Soft Skills Required for Hiring - Face to Face & Virtual Methods

Understanding the Rise of Faculty–Student Coaching: An Academic Capitalism Perspective

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