![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
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.
Keywords group, marketing education, student engagement, team-based learning, TBL
References
Section:
|
Abma, T. A. (2005). Responsive evaluation in health promotion: Its value for ambiguous contexts. Health Promotion International, 20, 391-397. Google Scholar | Crossref | Medline | |
|
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 | |
|
Amato, C. H., Amato, L. H. (2005). Enhancing student team effectiveness: Application of Myers-Briggs personality assessment in business courses. Journal of Marketing Education, 27, 41-51. Google Scholar | SAGE Journals | |
|
Australian Learning and Teaching Council . (2011). Australian awards for university teaching. Retrieved from http://www.altc.edu.au/system/files/2011%20AAUT%20guidelines%20%28March%202011%29.pdf Google Scholar | |
|
Bacon, D. R. (2011). Comparing direct versus indirect measures of the pedagogical effectiveness of team testing. Journal of Marketing Education, 33, 348-358. Google Scholar | SAGE Journals | |
|
Bacon, D. R., Stewart, K. A., Stewart-Belle, S. (1998). Exploring predictors of student team project performance. Journal of Marketing Education, 20, 63-71. Google Scholar | SAGE Journals | |
|
Baldwin, T., Bedell, M., Johnson, J. (1997). The social fabric of a team-based M.B.A. program: Network effects on student satisfaction and performance. Academy of Management Journal, 40, 1369-1397. Google Scholar | Crossref | ISI | |
|
Barr, T. F., 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 | |
|
Blaxter, L., Hughes, C., Tight, M. (2003). How to research (2nd ed.). Philadelphia, PA: Open University Press. Google Scholar | |
|
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: McKay. Google Scholar | |
|
Bobbitt, L. M., Inks, S. A., Kemp, K. J., Mayo, D. T. (2000). Integrating marketing courses to enhance team-based experiential learning. Journal of Marketing Education, 22, 15-24. Google Scholar | SAGE Journals | |
|
Chapman, K. J., Meuter, M., Toy, D., Wright, L. (2006). Can’t we pick our own groups? The influence of group selection method on group dynamics and outcomes. Journal of Management Education, 30, 557-569. Google Scholar | SAGE Journals | |
|
Chapman, K. J., Meuter, M. M., Toy, D., Wright, L. K. (2010). Are student groups dysfunctional? Perspectives from both sides of the classroom. Journal of Marketing Education, 32, 39-49. Google Scholar | SAGE Journals | |
|
Chapman, K. J., van Auken, S. (2001). Creating positive group project experiences: An examination of the role of the instructor on students’ perceptions of group projects. Journal of Marketing Education, 23, 117-127. Google Scholar | SAGE Journals | |
|
Chen, G., Donohoe, 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 | |
|
Chi, M. T. H. (2009). Active-constructive interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105. Google Scholar | Crossref | Medline | |
|
Cleary, J., Skaines, I. (2005). Student engagement as a quality indicator at the University of Newcastle. In Proceedings of the 2005 Australian Universities QualityForum (pp. 50-54). Melbourne, AUS: Australian Universities Quality Agency. Google Scholar | |
|
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage. Google Scholar | |
|
Creswell, J. W. (2003). Research design; Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: SAGE. Google Scholar | |
|
Crosling, G., Ward, I. (2000). Transition to university: The role of oral communication in the undergraduate curriculum. Journal of Institutional Research, 9, 69-77. Google Scholar | |
|
Dana, S. (2007). Implementing team-based learning in an Introduction to Law course. Journal of Legal Studies Education, 24, 59-108. Google Scholar | Crossref | |
|
Denton, H. G. (1994). Simulating design in the world of industry and commerce: Observations from a series of case studies in the United Kingdom. Journal of Technology Education, 6(1), 16-31. Google Scholar | Crossref | |
|
Denzin, N. (1978). The research act: A theoretical introduction to sociological methods. New York, NY: Praeger. Google Scholar | |
|
Desautel, D (2009). Becoming a thinking thinker: Metacognition, self-reflection, and classroom practice. Teachers College Record, 111, 1997-2020. Google Scholar | ISI | |
|
Dolnicar, S., Kaiser, S., Matus, K., Vialle, W. (2009). Can Australian universities take measures to increase the lecture attendance of marketing students? Journal of Marketing Education, 31, 203-211. Google Scholar | SAGE Journals | |
|
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 | |
|
Drea, J. T., Tripp, C., Stuenkel, K. (2005). An assessment of the effectiveness of an in class game on marketing students’ perceptions and learning outcomes. Marketing Education Review, 15, 25-33. Google Scholar | Crossref | |
|
Dyer, W. G., Wilkins, A. L. (1991). Better stories, not better constructs, to generate better theory: A rejoinder to Eisenhardt. Academy of Management Review, 16, 613-619. Google Scholar | Crossref | ISI | |
|
eGrad School . (n.d.). Employability skills. Retrieved from http://www.egradschool.edu.au/whategsaoffe/employabilit.jsp Google Scholar | |
|
Eisenhardt, K. (1989). Building theories from case study research. Academy of Management Review, 14, 532-550. Google Scholar | Crossref | ISI | |
|
Faranda, W. T., Clarke, I.. (2004). Student observations of outstanding teaching: Implications for marketing educators. Journal of Marketing Education, 26, 271-281. Google Scholar | SAGE Journals | |
|
Felps, W., Mitchell, T. R., Byington, E. (2006). How, when, and why bad apples spoil the barrel: Negative group members and dysfunctional groups. Research in Organizational Behavior, 27, 175-222. Google Scholar | Crossref | ISI | |
|
Fink, L. D. (2004). Beyond small groups: Harnessing the extraordinary power of learning teams. In Michaelsen, L., Knight, A., Fink, L. (Eds.), Team-based learning: A transformative use of small groups. Westport, CT: Praeger. Google Scholar | |
|
Freeman, M., McGrath-Champ, S., Clark, S., Taylor, L. (2006). The case for assessable in-class team-based learning. In Proceedings of the Assessment in Science Teaching and Learning Symposium. New South Wales, Australia: University of Sydney. Retrieved from http://sydney.edu.au/science/uniserve_science/pubs/procs/2006/freeman2.pdf Google Scholar | |
|
Guba, E. G., Lincoln, Y. S. (1989). Fourth generation evaluation. Beverly Hills, CA: Sage. Google Scholar | |
|
Gummesson, E. (2007). The principles of knowledge creation methods. In Gustavsson, B. (Ed.), Case study research. Cheltenham, England: Edward Elgar. Google Scholar | |
|
Hager, P., Holland, S., Beckett, D. (2002, July). Enhancing the learning and employability of graduates: The role of generic skills (Business/Higher Education Round Table Position Paper No. 9). Melbourne, Australia: Business/Higher Education Round Table. Retrieved from http://www.bhert.com/publications/position-papers/B-HERTPositionPaper09.pdf Google Scholar | |
|
Hernandez, S. A. (2002). Team learning in a marketing principles course: Cooperative structures that facilitate active learning and higher level thinking. Journal of Marketing Education, 24, 73-85. Google Scholar | SAGE Journals | |
|
Hoban, G., Lefoe, G., James, B., Curtis, S., Kaidonis, M., Hadi, M., . . . Collins, R. (2004). A web environment linking university teaching strategies with graduate attributes. Journal of University Teaching & Learning Practice, 1, 10-19. Google Scholar | |
|
Katzenbach, J. R. (1997). The myth of top management teams. Harvard Business Review, 75, 82-92. Google Scholar | Medline | |
|
Kinzie, J., Gonyea, R. (2009, June). An introduction to the National Survey of Student Engagement. Paper presented at the annual forum of the Association for Institutional Research, Atlanta, GA. Retrieved from http://cpr.iub.edu/uploads/NSSE%20Demonstration%20AIR%202009.pdf Google Scholar | |
|
Kunz, R. (1994, April). Total quality education: A concept in reality. Paper presented at the Annual Convention of the American Association of Community Colleges, Washington, DC. Google Scholar | |
|
Lancellotti, M. P., Boyd, T. (2008). The effects of team personality awareness exercises on team satisfaction and performance: The context of marketing course projects. Journal of Marketing Education, 30, 244-254. Google Scholar | SAGE Journals | |
|
Lejk, M., Wyvill, M. (2001). Peer assessment of contributions to a group project: A comparison of holistic and category-based approaches. Assessment & Evaluation in Higher Education, 26, 61-72. Google Scholar | Crossref | |
|
Lilly, B., Tippins, M. J. (2002). Enhancing student motivation in marketing classes: Using student management groups. Journal of Marketing Education, 24, 253-264. Google Scholar | SAGE Journals | |
|
Lincoln, Y. S., Guba, E. G. (1980). The distinction between merit and worth. Educational Evaluation and Policy Analysis, 2(4), 61-71. Google Scholar | SAGE Journals | |
|
Lincoln, Y. S., Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. Google Scholar | Crossref | |
|
Lucas, G. M. (2010). Initiating student-teacher contact via personalized responses to one-minute papers. College Teaching, 58, 39-42. Google Scholar | Crossref | |
|
Matulich, E., Papp, R., Haytko, D. L. (2008). Continuous improvement through teaching innovations: A requirement for today’s learners. Marketing Education Review, 18(1), 1-7. Google Scholar | Crossref | |
|
Melles, G. (2004). Understanding the role of language/culture in group work through qualitative interviewing. Qualitative Report, 9, 216-240. Retrieved from http://www.nova.edu/ssss/QR/QR9-2/melles.pdf Google Scholar | |
|
Meyer, J. (1994, November). Teaching through teams in communication courses: Letting structuration happen. Paper presented at the Annual Meeting of Speech Communication Association, New Orleans, LA. Google Scholar | |
|
Michaelsen, L. K., Knight, A. B., Fink, L. D. (Eds.). (2004). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus. Google Scholar | |
|
Michaelsen, L. K., Schultheiss, E. (1988). Making feedback helpful. Organizational Behavior Teaching Review, 13, 109-113. Google Scholar | |
|
Michaelsen, L. K., Sweet, M. (2008). Team-based learning. NEA Higher Education Advocate, 25(6), 5-8. Google Scholar | |
|
Paladino, A. (2008). Creating an interactive teaching environment to inspire learning. Journal of Marketing Education, 30, 185-188. Google Scholar | SAGE Journals | |
|
Pascarella, E. T., Terenzini, P. T. (2005). How college affects students: Volume 2, a third decade of research. San Francisco, CA: Jossey-Bass. Google Scholar | |
|
Patton, M. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA. Sage. Google Scholar | |
|
Peltier, J. W., Hay, A., Drago, W. (2005). The reflective learning continuum: Reflecting on reflection. Journal of Marketing Education, 27, 250-263. Google Scholar | SAGE Journals | |
|
Peterson, R. M. (2001). Course participation: An active learning approach employing student documentation. Journal of Marketing Education, 23, 187-194. Google Scholar | SAGE Journals | |
|
Pfaff, E., Huddlestone, 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 | |
|
Prichard, J. S., Bizo, L. A., Stratford, R. J. (2006). The educational impact of team-skills training: Preparing students to work in groups. British Journal of Educational Psychology, 76, 119-140. Google Scholar | Crossref | Medline | ISI | |
|
Roy, A., Macchiette, B. (2005). Debating the issues: A tool for augmenting critical thinking skills of marketing students. Journal of Marketing Education, 27, 264-276. Google Scholar | SAGE Journals | |
|
Rundle-Thiele, S. R., Polonsky, M. J. (2009). The guest editors’ corner: Marketing education in Australia and New Zealand. Journal of Marketing Education, 31, 187-189. Google Scholar | SAGE Journals | |
|
Sierra, J. J. (2010). Shared responsibility and student learning: Ensuring a favourable educational experience. Journal of Marketing Education, 32, 104-111. Google Scholar | SAGE Journals | |
|
Sitzmann, T., Ely, K., Brown, K., Bauer, K. (2010). Self-assessment of knowledge: A cognitive learning or affective measure? Academy of Management Learning & Education, 9, 169-191. Google Scholar | Crossref | ISI | |
|
Stake, R. (1975). To evaluate an arts program. In Stake, R. (Ed.), Evaluating the arts in education: A responsive approach (pp. 13-31). Columbus, OH: Merrill. Google Scholar | |
|
Stake, R. (1976). To evaluate an arts program. Journal of Aesthetic Education, 10(3/4), 115-133. Google Scholar | Crossref | |
|
Stake, R., Abma, T. A. (2005). Responsive evaluation. In Mathison, S. (Ed.), Encyclopaedia of evaluation. Thousand Oaks, CA: Sage. Google Scholar | Crossref | |
|
Stevens, M. A., Campion, M. A. (1994). The knowledge, skill, and ability requirements for teamwork: Implications for human resource management. Journal of Management, 20, 503-530. Google Scholar | SAGE Journals | ISI | |
|
Taylor, S. A., Hunter, G. L., Melton, H., Goodwin, S. A. (2011). Student engagement and marketing classes. Journal of Marketing Education, 33, 73-92. Google Scholar | SAGE Journals | |
|
Treleaven, L., Voola, R. (2008). Integrating the development of graduate attributes through constructive alignment. Journal of Marketing Education, 30, 160-173. Google Scholar | SAGE Journals | |
|
Wagner, J. (1995). Studies of individualism-collectivism: Effects on cooperation in groups. Academy of Management Journal, 38, 152-172. Google Scholar | Crossref | ISI | |
|
Wee, L. K., Alexandria, M., Kek, Y.-C., Kelley, C. A. (2003). Transforming the marketing curriculum using problem-based learning: A case study. Journal of Marketing Education, 25, 150-162. Google Scholar | SAGE Journals | |
|
Williams, D. L., Beard, J. D., Rymer, J. (1991). Team projects: Achieving their full potential. Journal of Marketing Education, 13(2), 45-53. Google Scholar | SAGE Journals | |
|
Young, M. (2005). The motivational effects of the classroom environment in facilitating self-regulated learning. Journal of Marketing Education, 27, 25-40. Google Scholar | SAGE Journals |
