![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Pedagogical strategies can be thought of as a set of stimuli placed in students’ environment to influence their cognition, affect, and behavior. The design of strategies such as group assignments and a comprehensive understanding of their consequences for students should then include an analysis of all three of these elements and the interrelationships that exist among them. As such, this study investigated the unintended cognitive, affective, and behavioral consequences of group assignments experienced by undergraduate business students. The discovery-oriented method of grounded theory was used. Data were gathered from a sample of 32 undergraduate marketing and management students by combining the Zaltman Metaphor Elicitation Technique with in-person interviews. Findings indicate that students do experience several cognitive and affective consequences that are contrary to the broad range of benefits consistently highlighted in academic literature. Findings also highlight prevalent behaviors that motivate the cognitive and affective consequences. The study should give educators reason to seriously consider the extent to which group assignments contribute to or detract from the value of undergraduate business education.
Keywords group, assignment, negative, costs, consequences
References
Section:
|
Aggarwal, P., O’Brien, C. L. (2008). Social loafing on group projects: Structural antecedents and effect on student satisfaction. Journal of Marketing Education, 30, 255-264. Google Scholar | SAGE Journals | |
|
Allport, G. W. (1979). The nature of predudice. New York, NY: Perseus Books. Google Scholar | |
|
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Barr, T. R., Dixon, A. L., Gassenheimer, J. B. (2005). Exploring the “lone wolf” phenomenon in student teams. Journal of Marketing Education, 27, 81-90. Google Scholar | SAGE Journals | |
|
Batra, M. M., Walvoord, B. E., Krishnan, L. S. (1997). Effective pedagogy for student-team projects. Journal of Marketing Education, 19, 26-42. Google Scholar | SAGE Journals | |
|
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: David McKay. Google Scholar | |
|
Bolton, M. K. (1999). The role of coaching in student teams: A “just-in-time” approach to learning. Journal of Management Education, 23, 233-250. Google Scholar | SAGE Journals | |
|
Buckenmyer, J. A. (2000). Using teams for class activities: Making course/classroom teams work. Journal of Education for Business, 76, 98-107. Google Scholar | Crossref | |
|
Chen, G., Donahue, L. M., Klimoski, R. J. (2004). Training undergraduates to work in organizational teams. Academy of Management Learning & Education, 3, 27-40. Google Scholar | Crossref | ISI | |
|
Chen, Y., Lou, H. (2004). Students’ perceptions of peer evaluation: An expectancy perspective. Journal of Education for Business, 79, 275-282. Google Scholar | Crossref | |
|
Connerley, M. L., Mael, F. A. (2001). The importance and invasiveness of student team selection criteria. Journal of Management Education, 25, 471-494. Google Scholar | SAGE Journals | |
|
Deeter-Schmelz, D. R., Kennedy, K. N., Ramsey, R. P. (2002). Enriching our understanding of student team effectiveness. Journal of Marketing Education, 24, 114-124. Google Scholar | SAGE Journals | |
|
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. New York, NY: McGraw-Hill. Google Scholar | |
|
Dommeyer, C. J. (2007). Using the diary method to deal with social loafers on the group project: Its effects on peer evaluations, group behavior, and attitudes. Journal of Marketing Education, 29, 175-188. Google Scholar | SAGE Journals | |
|
Druskat, V. U., Wolff, S. B. (1999). Effects and timing of developmental peer appraisals in self managing work groups. Journal of Applied Psychology, 84, 58-74. Google Scholar | Crossref | Medline | |
|
Ettington, D. R., Camp, R. R. (2002). Facilitating transfer of skills between group projects and work teams. Journal of Management Education, 26, 356-379. Google Scholar | SAGE Journals | |
|
Forman, J., Katsky, P. (1986). The group report: A problem in small group or writing processes? Journal of Business Communication, 23(4), 23-35. Google Scholar | SAGE Journals | |
|
Gardner, B. S., Korth, S. J. (1998). A framework for learning to work in teams. Journal of Education for Business, 74, 28-33. Google Scholar | Crossref | |
|
Glaser, B. G., Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Hawthorne, NY: Aldine. Google Scholar | |
|
Goretsky, M. E. (1984). Class projects as a form of instruction. Journal of Marketing Education, 6(3), 33-37. Google Scholar | SAGE Journals | |
|
Goulding, C. (2005). Grounded theory, ethnography and phenomenology: A comparative analysis of three qualitative strategies for marketing research. European Journal of Marketing, 39, 294-308. Google Scholar | Crossref | ISI | |
|
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, 271-299. Google Scholar | Crossref | |
|
Hansen, R. S. (2006). Benefits and problems with student teams: Suggestions for improving team projects. Journal of Education for Business, 82, 11-19. Google Scholar | Crossref | |
|
Henke, J. W. (1985). Bringing reality to the introductory marketing student. Journal of Marketing Education, 7(3), 59-70. Google Scholar | SAGE Journals | |
|
Izard, C. E., Kagan, J., Zajonc, R. B. (1984). Emotions, cognition, and behavior. Cambridge, England: Cambridge University Press. Google Scholar | |
|
Judge, T. A., Bono, J. E. (2001). Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86, 80-92. Google Scholar | Crossref | Medline | ISI | |
|
Latane, B., Williams, K., Harkins, S. (1979). Many hands make light the work: The causes and consequences of social loafing. Journal of Personality and Social Psychology, 37, 822-832. Google Scholar | Crossref | ISI | |
|
May, G. L. (2008). The effect of rater training on reducing social style bias in peer evaluation. Business Communication Quarterly, 71, 297-313. Google Scholar | SAGE Journals | |
|
May, G. L., Gueldenzoph, L. E. (2006). The effect of social style on peer evaluation ratings in project teams. Journal of Business Communication, 43, 4-20. Google Scholar | SAGE Journals | |
|
Mayer, R. C., Davis, J. H., Schoorman, D. F. (1995). An integrative model of organizational trust. Academy of Management Review, 20, 709-734. Google Scholar | Crossref | ISI | |
|
McCorkle, D. E., Reardon, J., Alexander, J. F., Kling, N. D., Harris, R. C., Iyer, R. V. (1999). Undergraduate marketing students, group projects, and teamwork: The good, the bad, and the ugly? Journal of Marketing Education, 21, 106-117. Google Scholar | SAGE Journals | |
|
Oliver, R. L. (1996). Satisfaction: A behavioral perspective on the consumer. New York, NY: McGraw-Hill. Google Scholar | |
|
Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: SAGE. Google Scholar | |
|
Peter, J. P, Olson, J. C. (2008). Consumer behavior & marketing strategy. New York, NY: McGraw-Hill. Google Scholar | |
|
Pfaff, E., Huddleston, P. (2003). Does it matter if I hate teamwork? What impacts student attitudes toward teamwork. Journal of Marketing Education, 25, 37-45. Google Scholar | SAGE Journals | |
|
Pinto, M. B., Pinto, J. K., Prescott, J. E. (1993). Antecedents and consequences of project team cross-functional cooperation. Management Science, 39, 1281-1297. Google Scholar | Crossref | ISI | |
|
Popplestone, J. A., McPherson, M. W. (1988). Dictionary of concepts in general psychology. Westport, CT: Greenwood Press. Google Scholar | |
|
Portes, A. (1998). Social capital: Its origins and applications in modern sociology. Annual Review of Sociology, 22, 1-24. Google Scholar | Crossref | ISI | |
|
Sherrard, W. R., Raafat, F., Weaver, R. R. (1994). An empirical study of peer bias in evaluations: Students rating students. Journal of Education for Business, 70, 43-48. Google Scholar | Crossref | |
|
Skilton, P. F., Forsyth, D., White, O. J (2008). Interdependence and integration learning in student project teams: Do team project assignments achieve what we want them to? Journal of Marketing Education, 30, 57-65. Google Scholar | SAGE Journals | |
|
Smith, A. (1776). An inquiry into the nature and causes of the wealth of nations. London, England: W. Strahan & T. Cadell. Google Scholar | Crossref | |
|
Strauss, A. L., Corbin, J. M. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: SAGE. Google Scholar | |
|
Stroebe, W., Insko, C. A. (1989), Stereotype, prejudice, and discrimination: Changing conceptions in theory and research. In Bar-Tal, D., Graumann, C. F., Kruglanski, A. W., Stroebe, W. (Eds.), Stereotyping and prejudice: Changing conceptions (pp. 3-34). New York, NY: Springer-Verlag. Google Scholar | Crossref | |
|
Sundstrom, E., De Meuse, K. P., Futrell, D. (1990). Work team: Applications and effectiveness. American Psychologist, 45, 120-133. Google Scholar | Crossref | |
|
Sutherland, S. (1989). Macmillan dictionary of psychology. London, England: Macmillan. Google Scholar | Crossref | |
|
Tangney, J. P., Baumeister, R. F., Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271-324. Google Scholar | Crossref | Medline | ISI | |
|
Thorndike, E. L. (1906). Introduction. In The principles of teaching: Based on psychology (pp. 1-11). New York, NY: A. G. Seiler. Google Scholar | Crossref | |
|
Tu, Y., Lu, M. (2005). Peer-and-self assessment to reveal the ranking of each individual’s contribution to a group project. Journal of Information Systems Education, 16, 197-205. Google Scholar | |
|
Tyagi, P. K. (2010). Expectancy theory and social loafing in marketing research group projects. The Business Review, 14(2), 22-27. Google Scholar | |
|
VandenBos, G. R. (Ed.). (2007). APA dictionary of psychology. Washington, DC: American Psychological Association. Google Scholar | |
|
Van den Bulte, C., Wuyts, S. (2007). Social networks and marketing. Cambridge, MA: Marketing Science Institute. Google Scholar | |
|
Walvoord, B. E., Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco, CA: Jossey-Bass. Google Scholar | |
|
Watson, S. (2003). Closing the feedback loop: Ensuring effective action from student feedback. Tertiary Education and Management, 9, 145-157. Google Scholar | Crossref | |
|
Wilder, D. A. (1993). The role of anxiety in facilitating stereotypic judgments of outgroup behavior. In Mackei, D. M., Hamilton, D. L. (Eds.), Affect, cognition, and stereotyping (pp. 87-109). San Diego, CA: Academic Press. Google Scholar | Crossref | |
|
Williams, D. L., Beard, J. D., Rymer, J. (1991). Team projects: Achieving their full potential. Journal of Marketing Education, 13(1), 45-53. Google Scholar | SAGE Journals | |
|
Wood, C. M. (2003). The effects of creating psychological ownership among students in group projects. Journal of Marketing Education, 25, 241-249. Google Scholar | SAGE Journals | |
|
Zaltman, G., Coulter, R. H. (1995). Seeing the voice of the customer: Metaphor-based advertising research. Journal of Advertising Research, 35(4), 35-51. Google Scholar | ISI | |
|
Zeithaml, V. A. (1988). Consumer perceptions of price, quality, and value: A means-end model and syntheses of evidence. Journal of Marketing, 52(3), 2-22. Google Scholar | SAGE Journals |
