The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students

Abstract

Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to enhance student engagement and improve teamwork and, hence, overcome the typical problems faced by educators. This case study examines the first-time use of TBL in a postgraduate marketing subject at an Australian university. The results indicate that the TBL innovation has a positive influence on student engagement and offers opportunities to assist learning. The study concludes that TBL is an effective teaching process enabling educators to offer students enhanced and stimulating learning experiences. The case study contributes to the marketing education literature by assessing the first-time TBL experience of students and educator. Key issues addressed are student engagement, opportunities for learning, and the benefits of teamwork in preparing students for the workforce. Significantly, the research also offers practical advice for marketing educators desirous of developing and implementing effective and engaging pedagogy via TBL.

Developing professional attributes in critical care nurses using Team-Based Learning

“…Making evidence-based judgements and sound clinical decisions are natural evolutionary outcomes of a learning process that demands rationale and justification at every iteration. Indeed, students' abilities to think effectively are significantly enhanced by the emphasis on facilitating thinking skills in a team context where students learn how to incorporate others' views, ideas and perspectives and deal with the challenges of differences and concepts not fully grasped before attending class (Chad, 2012).…”

Adopting Team-Based Learning for In-Service Teachers: A Case Study

“…The authors found that students generally rated TBL positively and recognised its benefits to develop teamwork skills. A similar study was conducted by Chad (2012) who examined the first time use of TBL in a postgraduate marketing module in an Australia university. The author found that TBL had a positive influence on student engagement and offered opportunities for assisted learning.…”

“…Frame et al, 2015;Reinig et al, 2011;Cho et al, 2010), with fewer studies focusing on qualitative data (e.g. Sutherland et al, 2013;Chad, 2012). In addition to this, there is scant research on the challenges faced by instructors during TBL courses.…”

Adding value to first-year undergraduate marketing education: team-based learning as a strategic response to changing modern educational environments

“…Hernandez (2002), however, also places this type of active and applied learning firmly in the realm of helping students to build important graduate capabilities, asserting that today's employers 'need employees who can apply what they have learned and who can analyze, evaluate, and find solutions to problems' (p. 74). Chad (2012), similarly focuses on the use of TBL as a way to help students to develop skills that are highly valued in the workplace, in particular the ability to work effectively with each other repeatedly on team-based activities. Similarly, after a significant literature review of over 130 articles on TBL, Haidet, Kubitz, and McCormack (2014), found growing empirical literature that supports the assertions that 'Team-based learning helps bring up students at the bottom of the curve'; 'Team-based learning creates lots of excitement and engagement in the classroom, and that energizes me and my teaching'; and 'My students are better prepared to work in teams as a result of my using teambased learning,' (Haidet et al, 2014, p. 312).…”