What do students think about group work in business education? An investigation into the benefits, challenges, and student-suggested solutions

Lee, Seung Hwan Mark; Smith, Donna; Sergueeva, Ksenia

doi:10.1080/08832323.2016.1237933

Cited by 15 publications

(8 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These sessions can be integrated with a teacher's existing practice of scheduling protected, in-class meeting time for students' group work (e.g. Burdett 2003;Lee et al 2016).…”

Section: Design Issue Three: Potential Of Different Types Of Assessmementioning

confidence: 99%

Implementing a university-wide strategy for assessing graduate qualities in the health sciences: three key design issues

et al. 2021

View full text Add to dashboard Cite

For many years, universities have aspired to develop in students so-called 'soft skills' or graduate qualities (GQs), such as critical thinking and teamwork, that enhance both students' employability and citizen scholarship. GQs are often said to be 'embedded' in courses, but saying this does not of itself provide evidence that students have developed the qualities. Our University has recently proposed using common rubrics in all courses to measure and provide evidence of students' achievement of GQs. However, a solution to the problem of how to implement the University's rubric-based strategy has not been fully formulated. Many staff use assessment tasks that focus on measurement of discipline-specific content and procedures, rather than GQs, and the use of task rubrics and their design is variable. In this conceptual article, we advance a solution to the problem of how to implement the University's rubric-based strategy in our Health Sciences context. To formulate a solution, we adopted a design thinking approach, which is focussed on people's needs and taking iterative steps to create a design solution to meet these needs. We encountered three key design issues in our approach that led us to propose new 'bridging' concepts for assessing GQs: consistency in learning, rubric standardisation, and the audience for assessment tasks. These concepts link existing theory and research around course 'constructive alignment', rubrics, and assessment task design. Possible tests of our solution are suggested, and potential advances in course design and research are discussed. For universities planning assessment of GQs, we recommend a holistic approach, in which academics, educational and work-integrated learning professionals, students and community partners unite and are supported in the ongoing course design process.

show abstract

“…These sessions can be integrated with a teacher's existing practice of scheduling protected, in-class meeting time for students' group work (e.g. Burdett 2003;Lee et al 2016).…”

Section: Design Issue Three: Potential Of Different Types Of Assessmementioning

confidence: 99%

Implementing a university-wide strategy for assessing graduate qualities in the health sciences: three key design issues

et al. 2021

View full text Add to dashboard Cite

show abstract

“…The analysis of different study revealed that on the contrary, the formal entrepreneurial education received from schools specialised in this field has an inhibiting effect on the main determinants of the entrepreneurial intentions (Popescu et al, 2016). The importance of the practical business experience of students was examined by Lee et al (2016) in his study, where he investigated the strengths and weaknesses of students, who were divided into business groups depending on their experiences with the business. The conclusions showed that there is a need to link early studies education with practical experience.…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of social attributes on the propensity for entrepreneurship among university students

Dvorský

Mikelová

Petráková

et al. 2019

Journal of International Studies

View full text Add to dashboard Cite

The main aim of this article is to quantify the significant indicators of social environment, including the advantages and disadvantages from entrepreneurship determining the entrepreneurial propensity among university students in Czech Republic, Slovak Republic and Poland. 1352 students from 25 Czech, Slovak and Poland universities were involved in the questionnaire survey. Methods of descriptive statistics, Z-score, Chi-Square Goodness of Fit, Multiple linear regression were used for evaluation of the hypotheses. Such attributes as irregularity of income and lack of spending time with the family negatively impact the propensity for entrepreneurship. These disadvantages are significant attributes in all three countries in our research. Financial resources, better career growth and fuller self-realisation are the attributes which positively impact the propensity for entrepreneurship. Attitude of the students from Poland on the

show abstract

“…Based on Yilmaz and Hunt (2001), team trust was defined as respondents' confidence in the integrity and reliability of team members, and team commitment was defined as a feeling of personal attachment to one's group. Prior research focusing on undergraduate group or team-level outcomes has measured team trust (Rotheram, La Cour, & Jacobs, 1982), team commitment, and team value-goal fit (Lee, Smith, & Sergueeva, 2016). Prior research focusing on undergraduate group or team-level outcomes has measured team trust (Rotheram, La Cour, & Jacobs, 1982), team commitment, and team value-goal fit (Lee, Smith, & Sergueeva, 2016).…”

Section: Three Team-level Outcomes Investigatedmentioning

confidence: 99%

“…However, these peer evaluations are typically not in real-time, and even if recommended multiple evaluations are done over the course of a project, they are still retrospective accounts (Brooks & Ammon, 2003;Jassawalla & Sashittal, 2017). A recent study of student perceptions of group work (Lee et al, 2016) found that the largest frequency-based categories for perceived challenges included difficulties' coordinating meetings, communicating with members without social media, motivating, and engaging group members.…”

Section: Studying Real-time Feedback In Group Projectsmentioning

confidence: 99%

“…Based on Cable and Judge (1996), team value-goal fit was defined as perceiving consistency between one's values/goals and the team's values/goals. Prior research focusing on undergraduate group or team-level outcomes has measured team trust (Rotheram, La Cour, & Jacobs, 1982), team commitment, and team value-goal fit (Lee, Smith, & Sergueeva, 2016).…”

Section: Three Team-level Outcomes Investigatedmentioning

confidence: 99%

See 1 more Smart Citation

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

Blau

Petrucci

Rivera

et al. 2019

Decision Sci J Innov Edu

View full text Add to dashboard Cite

Team-based projects continue to be important for structuring work in many organizations, and employees are increasingly using mobile applications (apps) for peer evaluations as part of a performance appraisals process. Since a graduating student can expect to work in a team at some point in their career, exposure to class-related group projects is important. This study explored using a mobile application (app) called De-velapMe (DMe), which allowed for 273 business undergraduates in 54 teams to give and receive real-time peer-based feedback during a 5-week group project. Prior empirical research has shown that technology can improve the group development process, but such research has not used a mobile app. The general goal of this study was to investigate how receiving real-time feedback through a mobile app (DMe) can affect the team development process over time. Two online surveys, Time 1 (T1) and Time 2 (T2), were administered over a 5-week period. Results showed that two of the three team-level process outcomes, team trust and team commitment (but not team valuegoal fit), significantly increased from T1 to T2. Results also showed that receiving T1 sender-based positive, but not negative, feedback scales had a significant impact on all three team-level process outcomes.

show abstract

What do students think about group work in business education? An investigation into the benefits, challenges, and student-suggested solutions

Cited by 15 publications

References 31 publications

Implementing a university-wide strategy for assessing graduate qualities in the health sciences: three key design issues

Implementing a university-wide strategy for assessing graduate qualities in the health sciences: three key design issues

Impact of social attributes on the propensity for entrepreneurship among university students

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

Contact Info

Product

Resources

About