The Varying Role of Social Ties on Team Performance: Evidence From the Marketing Classroom

Kutlubay, Omer Cem; Uslay, Can

doi:10.1080/10528008.2019.1565943

Cited by 12 publications

(10 citation statements)

References 95 publications

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“…Students that did not self-select into a group due to absence were randomly assigned to a group by the instructor. Having groups self-select members with random assignment for those not selected has been used in prior studies (Aggarwal & O'Brien, 2008;Kutlubay & Uslay, 2019). Groups were assigned to read a twopage global learning case outlining the marketing strategy for a technology company in a global marketing context.…”

Section: Peer Group Grading Processmentioning

confidence: 99%

“…There is concern that students may lack in developing social skills because they spend a significant amount of time using digital devices (Loughry, Ohland, & Woehr, 2013). However, the new reality is that not only do firms value teamwork skills (Kutlubay & Uslay, 2019), companies increasing perform group functions online and therefore require virtual team skills development (Ford, Piccolo, & Ford, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Schee

Birrittella

2021

Marketing Education Review

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The rate of transition to online instruction in higher education was accelerated by the new reality of the global pandemic, COVID-19. As a result, faculty must adapt by being more efficient to manage more students with less resources and even less personal contact for the foreseeable future. Efficiency can be gained by using group assignments and peer group grading. Peer group grading reduces assessment time although students may be concerned about having their work graded fairly by other students. The peer group grading process and grades are analyzed against the instructor grades over a two-year period. Results demonstrate no significant difference in peer group grades and instructor grades for pre-COVID-19 hybrid and post-COVID-19 online courses. Student survey results also show that students perceive peer group grading as fair in both course formats. Therefore, instructors can feel confident about using peer group grading as a fair and time saving assessment tool.

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Section: Peer Group Grading Processmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Schee

Birrittella

2021

Marketing Education Review

View full text Add to dashboard Cite

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“…While reviews of the team formation research continue to produce mixed results (Rusticus and Justus, 2019) and even suggest that for some content and contexts team-formation modes do not matter (Pociask et al, 2017), the literature remains to note that there are a number of possible pitfalls related to students self-selecting teams (Aldrich, 2016;Kutlubay and Uslay, 2019;Oakley et al, 2004). First, students of a similar kind, e.g.…”

Section: Team Formation and Learning In Entrepreneurship Coursesmentioning

confidence: 99%

Teaming up in entrepreneurship education: does the team formation mode matter?

Warhuus

Günzel-Jensen

Robinson

et al. 2021

IJEBR

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PurposeThis paper investigates the importance of team formation in entrepreneurship education, and the authors ask: how do different team formation strategies influence teamwork in higher education experiential learning-based entrepreneurship courses?Design/methodology/approachEmploying a multiple case study design, the authors examine 38 student teams from three different entrepreneurship courses with different team formation paths to uncover potential links between team formation and learning outcomes.FindingsThe authors find that team formation mode matters. Randomly assigned teams, while diverse, struggle with handling uncertainty and feedback from potential stakeholders. In contrast, student self-selected teams are less diverse but more robust in handling this pressure. Results suggest that in randomly assigned teams, the entrepreneurial project becomes the team's sole reference point for well-being. Seeking to protect the project, the team's ability to deal with uncertainty and external feedback is limited, stifling development. In student self-select teams, team well-being becomes a discrete reference point. This enables these teams to respond effectively to external project feedback while nurturing team well-being independently.Originality/valueEducation theories' implications about the benefit of team diversity may not apply to experiential learning-based entrepreneurship education's typical level of ambiguity and uncertainty. Therefore, educators may have to reconsider the unique dynamics of team formation strategies to ensure strong teamwork and teamwork outcomes.

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“…Multiple pedagogical studies apply managerial theories on teamwork in organizations to project work in classrooms, such as the input-process-output (I-P-O) framework (c.f., Deeter-Schmelz et al, 2002), the affect theory of social exchange (c.f., Kutlubay & Uslay, 2019), and models of creativity and innovation (c.f., Rodríguez-Sánchez et al, 2017). As an overarching framework, the I-P-O model identifies inputs such as group features, connected to processes such as group tasks, and linked to outputs such as team performance (Hackman, 1987;Ilgen et al, 2005).…”

Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

Where There’s a Will, There’s a Way: Synthesizing Creativity, Contagious Motivation, and Unique Projects Into the Course Experience

Krishen

2021

Journal of Marketing Education

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Creativity is not just a catch phrase for the new decade—it is a way of life. While technology-driven innovation can promote efforts to produce optimal solutions, individually driven creativity is necessary to launch and drive cutting-edge, trailblazing ideas. The goal of this study is to examine relationships between creative divergent thinking (CDT) and motivation situated within course projects as antecedents to the overall course experience. The synthesis of transformational leadership, context-dependent fixation hypothesis, strength of weak ties perspective, contagious motivation, and constructivist learning frameworks form the interdisciplinary foundation for the proposed contagious motivation and creative experience model (CMCEM). The proposed marketing classroom model is tested using a structural equation model of N = 540 marketing undergraduate students. Findings indicate that CDT is an important individual characteristic that affects classroom dynamics. Importantly, when students exhibit higher levels of CDT, they perceive higher project uniqueness, higher levels of motivation, higher other student motivation, and more positive course experiences. In addition to other findings, the CMCEM emphasizes the powerful combination of CDT, individual student motivation, the contagious nature of that motivation on other students through well-structured group projects, and the importance of instructors as transformational teachers.

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The Varying Role of Social Ties on Team Performance: Evidence From the Marketing Classroom

Cited by 12 publications

References 95 publications

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Teaming up in entrepreneurship education: does the team formation mode matter?

Where There’s a Will, There’s a Way: Synthesizing Creativity, Contagious Motivation, and Unique Projects Into the Course Experience

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