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  • Group Learning in Marketing: An Exploratory Qualitative Study of its Usefulness

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    30386_1.pdf (203.9Kb)
    Author(s)
    Sweeney, Arthur
    Weaven, Scott
    Griffith University Author(s)
    Weaven, Scott K.
    Sweeney, Arthur
    Year published
    2005
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    Abstract
    Group projects are often assigned in business schools to improve student comprehension of course content and build teamwork skills. Although the literature examining the usefulness of group projects is extensive, the link between cooperative leaning, group performance and skills transfer in workplace contexts, remains unclear. In addition, group-learning research within the marketing discipline in Australian higher education institutions is limited. Focus groups were conducted with a sample of 107 postgraduate and undergraduate marketing students. Results confirm that group work facilitates the development of interpersonal ...
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    Group projects are often assigned in business schools to improve student comprehension of course content and build teamwork skills. Although the literature examining the usefulness of group projects is extensive, the link between cooperative leaning, group performance and skills transfer in workplace contexts, remains unclear. In addition, group-learning research within the marketing discipline in Australian higher education institutions is limited. Focus groups were conducted with a sample of 107 postgraduate and undergraduate marketing students. Results confirm that group work facilitates the development of interpersonal skills and higher-level learning. In addition, there is the promise of transfer of learning to other situations. However, students appear to be negatively disposed to group work at the start of a teaching semester, signaling the need for instructors to prepare, coach and debrief students as to the expected benefits associated with participation in group exercises throughout teaching periods.
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    Conference Title
    Proceedings of ANZMAC 2005
    Publisher URI
    https://anzmac.wildapricot.org/
    Copyright Statement
    © The Author(s) 2005. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.
    Publication URI
    http://hdl.handle.net/10072/2839
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    • Conference outputs

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