The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Lessons from the Best and Worst Student Team Experiences: How a Teacher can make the Difference
Abstract
This study empirically identifies which teacher-controlled (contextual) variables have the greatest impact on whether the student will have a great team experience or a miserable one. The results indicate that the clarity of instructions to the team, the longevity of the team experience, and self-selection of teammates all positively affect team experiences. The level of management education, the team size, and the percentage of the course grade associated with team performance did not differ across best and worst team experiences. Contrary to previous empirical findings and conventional wisdom, the use of peer evaluations was negatively associated with good team experiences. Further insights from the data and implications for the use of student teams are discussed.
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Cites
Experimental Design: Procedures for the Behavioral Sciences
Kirk, R. (2013) · doi:10.4135/9781483384733 · Cited by 8,539
Developmental sequence in small groups.
Tuckman, B. W. (1965) · Psychological Bulletin · doi:10.1037/h0022100 · Cited by 5,778
Cited by
(2004) · Cited by 738
The Role of Communication and Cohesion in Reducing Social Loafing in Group Projects
Lam, C. (2015) · Business and Professional Communication Quarterly · doi:10.1177/2329490615596417 · Cited by 68
Exploring antecedents of social loafing in students’ group work: A mixed-methods approach
Luo, Z., Marnburg, E., Øgaard, T., & Okumus, F. (2021) · Journal of Hospitality, Leisure, Sport & Tourism Education · doi:10.1016/j.jhlste.2021.100314 · Cited by 32
Brannen, S. F., Beauchamp, D., Cartwright, N., Liddle, D., Tishinsky, J., Newton, G., & Monk, J. (2021) · International Journal for the Scholarship of Teaching and Learning · doi:10.20429/ijsotl.2021.150205 · Cited by 26
“…this decision on pre-existing friendships and this familiarity is associated with improved communication, cooperation and satisfaction with the outcome of GW (Bacon et al., 1999; Chapman et al., 2006; Hassaskhah & Mozaffari, 2015; Mahenthiran & Rouse, 2000; Mushtaq et al., 2012; Russell, 2010).”
Background
Metadata
- Authors
- Bacon, D. R., Stewart, K. A., & Silver, W. S.
- Venue
- Journal of Management Education
- Publisher
- SAGE Publications
- Published
- 1999-10
- Volume
- 23
- Issue
- 5
- Pages
- 467-488
- ISSN
- 1052-5629 (ISSN-L)
- 1552-6658
- OpenAlex
- W2120767537
- Cited by
- 354
- References
- 2
- FWCI
- 10.44
- Type
- journal article
- Language
- en
- Open access
- closed
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- Bacon, D. R., Stewart, K. A., & Silver, W. S. (1999). Lessons from the Best and Worst Student Team Experiences: How a Teacher can make the Difference. Journal of Management Education. https://doi.org/10.1177/105256299902300503
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
