Processes and outcomes in student teamwork. An empirical study in a marketing subject

Bravo, Rafael; Lucia‐Palacios, Laura; Martı́n, Marı́a Jesús

doi:10.1080/03075079.2014.926319

Cited by 23 publications

(40 citation statements)

References 44 publications

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“…Students ‘communication’ skills appeared to be most enhanced due to the need to work effectively as a team to prepare both a formal written document and a formal oral presentation. Teamwork is a key skill required in graduates by employers, and universities ‘are being criticised for not preparing students with the necessary team-related skills’ (Bravo, Liucia-Palacios, and Martin, 2016, p. 304). Effective teamwork requires communication, collaboration, co-operation and compromise (Katzenbach, 1997).…”

Section: Resultsmentioning

confidence: 99%

Equitable Work-integrated-Learning: Using Practical Simulations in University Marketing Subjects

Chad

2020

Australasian Marketing Journal

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Work-integrated-learning (WIL) activities assist development of student skills but the often used placement-based WIL model can be problematic, particularly due to equity issues. The purpose of this paper is to investigate use of a more equitable form of WIL - namely non-placement WIL practical simulations. Case study analysed design and delivery of a WIL practical simulation within an under-graduate marketing subject. Teacher reflection, observation of students, plus survey of students generated extensive data. The student survey, containing predominantly open-ended questions, was thematically analysed. Development of relevant key student skills valued by employers was identified in the activity. Teacher reflection coupled with student feedback generated recommendations for further improving the activity. Findings suggest WIL practical simulations eliminate equity issues associated with placement-based WIL models. WIL is under-utilised and under-researched within marketing subjects. The study contributes by showing how specifically designed WIL practical simulation can be delivered equitably to benefit numerous stakeholders.

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Section: Resultsmentioning

confidence: 99%

Equitable Work-integrated-Learning: Using Practical Simulations in University Marketing Subjects

Chad

2020

Australasian Marketing Journal

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“…Teamwork is an essential skill for employability (Bravo, Lucia-Palacios and Martin, 2016;Dooley and Sexton-Finck, 2017). Many workplace teams fail due to lack of team development (Kayes, Kayes and Kolb, 2005), with particular difficulties in accommodating multiple perspectives including researching and problem solving (Bovinet, 2007).…”

Section: 2: Teamwork Simulations Authentic Learning and Employabimentioning

confidence: 99%

International Masters’ student perspectives of team business simulations

Brown

Robson

Charity

2020

The International Journal of Management Education

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Simulations proliferate within Masters' business programmes, providing learning opportunities less achievable through didactic approaches, particularly in attempting to relate business theory to practice and developing transferable skills such as time management, teamwork, communication and presentation. Student backgrounds are diverse, with tangible variation in age-band and country of origin, particularly in Western HEI settings where there is significant international recruitment from fast growing economies such as China and India. This research addresses calls for international student perspectives of business simulations, using survey of 370 Masters' students supplemented by a further smaller extended freeresponse survey. The findings suggest that Asian students are less likely to consider simulations as a useful route to learning or to become acquainted with other students, in comparison with their UK and European counterparts. Whilst students of all nationalities expressed difficulty in applying theory into practice, Asian students in particular voiced discomfort at the levels of student criticality expected within simulation participation. The study calls for future research into the associations between participant demographics and their preferred methods of learning based on established perspectives of simulation team participation.

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“…The ability to work effectively in teams leads to a greater satisfaction with the learning experience and enhanced self-management skills (Hernandez, 2002), with co-creation among students leading to the construction of new knowledge, and improved learning outcomes (Schaffer, Lei & Paulino, 2008).While previous research has examined teamwork competencies, it is predominantly concerned with enhancing team effectiveness (i.e. investigating performance as outcomes) (Bravo et al, 2014) rather than understanding how to nurture students' capabilities to interact with others.…”

Section: Student Interaction Within Groupsmentioning

confidence: 99%

“…Today's tertiary marketing education environment, characterized by a shift in pedagogy and the availability of technological resources, recognizes that students are no longer passive recipients of their learning experience (Taylor, Hunter, Melton & Godwin, 2011;Chad, 2012). Students' active involvement in their learning leads to improved perceptions of teaching quality, commitment and loyalty to the institution (Hennig-Thurau, Langer & Hansen, 2001), enhanced satisfaction with the learning experience (Hernandez, 2002), and better learning outcomes (Bravo, Lucia-Palacios & Martin, 2014). Hence, scholars are increasingly acknowledging the student and the institution as dynamic mutual contributors to the process of value co-creation in an educational context (Bowden & D'Alessandro, 2011;Navarro-García, Peris-Ortiz, & Rueda-Armengot, 2015).…”

Section: Introductionmentioning

confidence: 99%

Facilitating student interaction capabilities: the interplay of individual, group, and course-related factors

Conduit

Plewa

et al. 2016

Journal of Strategic Marketing

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Marketing education increasingly recognizes the active role of students in their learning experience. Students co-create learning outcomes through interacting with course resources and other students. However, there is little understanding of the factors that support the development of students' ability to interact in this learning environment. This paper examines the influence of individual and group characteristics that exist at group formation, on the development of the group and ultimately its interaction capabilities. We identify that individual goal orientation and motivation predict shared academic goals and commitment to learning. Over a period of time, these factors promote a shared vision and recognition of peer learning opportunities provided by the course, and subsequently drive student interaction capabilities. The results implies that in order to enhance interaction among students, marketing educators should focus efforts on developing peer learning opportunities and consider individual and group goals and commitment to learning when forming student groups.

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Processes and outcomes in student teamwork. An empirical study in a marketing subject

Cited by 23 publications

References 44 publications

Equitable Work-integrated-Learning: Using Practical Simulations in University Marketing Subjects

Equitable Work-integrated-Learning: Using Practical Simulations in University Marketing Subjects

International Masters’ student perspectives of team business simulations

Facilitating student interaction capabilities: the interplay of individual, group, and course-related factors

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