The Evaluation of MBA Group Work: A Case Study of Graduate Student Experiences and Perceptions of Positive Group Work Outcomes

Abstract

The article forms part of an exploration into how graduate business students experience group work. A single-case, embedded study was conducted in 2010-2011, and reveals new insight and understanding into the manner in which master's of business administration students perceive evaluation methods of their group work assignments and how these methods contribute to their perception of positive group work outcomes.

Graduate Students’ Readiness and Perceptions of the Pedagogical Application of Collaborative Video Logs

“…Researchers and educators have found that group work projects result in a) the enhancement of student learning through constructive educative processes, b) the development of students' critical thinking and problem solving abilities, and c) an interdependence among group members that facilitates learning of collaborative work skills (Alden 2011; Cameron et al 2009;Isaac 2012;Jensen et al 2012;Payne et al 2006;Rafferty 2013;Scherling 2011). However, participation in group-work can include both negative cognitive and affective consequences for students (Isaac 2012;Neu 2012;Yamane 1996).…”

“…This is in part because instructors often lack adequate information to provide the individuals in group projects a grade that accurately reflects their participation (Alden 2011;Dommeyer 2012). Alternatively, some instructors elect to use peer evaluation process, where input from students is used to adjust individual students' grades (Rafferty 2013). This shifts the burden of grading in part to students who due to the social costs, may be reluctant to provide negative feedback of their peers.…”

“…Subsequently group work can cause anxiety amongst students because of a) interpersonal conflicts with other students, b) ineffective communications, and c) disparate levels of participation among group members (Dommeyer 2012;Isaac 2012;Scherling 2011;Thompson and Ku 2006). Secondly, grading policies are often viewed as unfair by students (Rafferty 2013). Instructors commonly provide all member of a group the same grade regardless of individual group members' contribution to the project.…”

“…Group work projects, where students are charged with collaborating in small groups with the shared responsibility of completing course tasks or projects, are common components of graduate course curriculum (Rafferty 2013). Researchers and educators have found that group work projects result in a) the enhancement of student learning through constructive educative processes, b) the development of students' critical thinking and problem solving abilities, and c) an interdependence among group members that facilitates learning of collaborative work skills (Alden 2011; Cameron et al 2009;Isaac 2012;Jensen et al 2012;Payne et al 2006;Rafferty 2013;Scherling 2011).…”

Exploring the Impact of Receiving Sender‐Based Negative and Positive Feedback on Team‐Level Process Outcomes Using a Mobile Application

“…Longer exposure to using a mobile app may help a student further learn how their group members perceive them (Rafferty, 2013). Collecting two waves of data allowed for testing the impact of the T1 independent variables on the T2 team process outcomes.…”