Team Building in the Classroom: Preparing Students for Their Organizational Future

1997 ◽  
Vol 27 (3) ◽  
pp. 303-315 ◽  
Author(s):  
Randolph T. Barker ◽  
Frank J. Franzak
Keyword(s):  
Organizational Communication ◽  
Group Work ◽  
Business Students ◽  
Team Building ◽  
Team Formation ◽  
Business Educators ◽  
Team Experience ◽  
Class Environment

Group class exercises have the potential to provide important lessons for students. However, in completing these exercises, business students may not be getting all of the benefits from group work that a team experience could provide. The challenge to business educators is to provide a meaningful team experience within the limitations presented by the class environment. This article describes organizational communication and marketing classes that applied team formation and team-building exercises to enrich the team experience and differentiate it from typical group work.

Thoughtfully Preparing Business Students and Faculty for Study Abroad

2018 ◽  
pp. 872-894
Author(s):  
David Starr-Glass
Keyword(s):  
Study Abroad ◽  
Informal Learning ◽  
Business Students ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Formal Learning ◽  
Business Educators ◽  
Institutional Strategies ◽  
Business Undergraduates ◽  
Study Abroad Program

In the last twenty years study abroad program have grown in popularity. Study abroad experiences provide learning opportunities for participants, but these opportunities are only optimized if students are appropriately and thoughtfully prepared. Study abroad provides formal learning experiences, associated with coursework undertaken, and informal learning, related to new cultures and countries encountered. Students and the faculty who accompany them need to be sensitized to both of these opportunities. This chapter presents a context for study abroad experiences and suggests how they can provide students with a deeper appreciation of issues that are often overly abstracted in the college, particularly issues such as internationalization and globalization. It explores ways in which study abroad participants can be assisted to engage more fully with the experiences that they encounter abroad. In presenting learning and institutional strategies to help optimize study abroad, it is hoped that the chapter will be of value to business undergraduates, their faculty, and business educators.

Graduate Business Students' Preferences for the Managerial Communication Course Curriculum

1996 ◽  
Vol 59 (2) ◽  
pp. 45-55 ◽  
Author(s):  
Geraldine E. Hynes ◽  
Vinita Bhatia
Keyword(s):  
Interpersonal Communication ◽  
Business Students ◽  
Team Building ◽  
Business Communication ◽  
Job Interviews ◽  
Communication Course ◽  
Managerial Communication ◽  
Managing Diversity ◽  
Graduate Business Students ◽  
Core Course

The purpose of this study was to determine graduate business students' pref erences for the business communication course curriculum. Two hundred fifty- five graduate business students who had taken a core course in managerial communication were surveyed, 86% of whom are employed. The most highly rated course topics were making presentations, writing memos and letters, lis tening and interpersonal communication, impromptu speaking, and business report formats. The topics rated least important were international business communication, using technology, and managing diversity. The most fre quently suggested additional topics were job interviews, team building, writing manuals/policies/procedures, and ethics.

scholarly journals Faculty Development of Business Educators to Facilitate Students’ Employment

2017 ◽  
pp. 1-8
Author(s):  
Mahmoud Askari
Keyword(s):  
Faculty Development ◽  
Development Strategy ◽  
Development Process ◽  
Business Students ◽  
Real Life ◽  
Theory And Practice ◽  
Business Educators ◽  
Business Professors ◽  
Applied Fields ◽  
Industry Experience

This paper highlights the needs of faculty development for business professors and sheds light on why business education is unique when compared to other disciplines. The paper argues that different disciplines should not be painted with the same faculty development brush when designing a development strategy. It also proposes that business professors, similar to other professors of applied fields, need to go through an industry experience as part of their faculty development process. Establishing the link between theory and practice is important for graduating business students which could shape their skills and facilitate their employment. The paper also proposes that one way to establish this link is through an applied pedagogical approach with the use of case studies to simulate real life situations

scholarly journals Predicting Satisfaction with Group Work Assignments

2009 ◽  
Vol 6 (1) ◽  
pp. 70-81
Author(s):  
Jane Burdett ◽  
◽  
Brianne Hastie ◽  
Keyword(s):  
Student Satisfaction ◽  
Group Work ◽  
Work Experience ◽  
Business Students ◽  
Teaching Staff ◽  
Major Barrier ◽  
Assessment Tasks ◽  
Workplace Teams ◽  
Mixed Feelings

Universities are increasingly using group based assessment tasks; however, as with workplace teams, such tasks often elicit mixed feelings from participants. This study investigated factors that may predict student satisfaction with group work at university. Final-year business students completed a questionnaire addressing experiences of group work. Quantitative and qualitative data suggest that the major barrier to students’ group work satisfaction was workload issues. Conversely, perceptions of learning and feelings of group-based achievement contributed most to satisfaction. Knowledge of predictors of satisfaction allows teaching staff to identify potential problems in groups, and improve the quality of the group work experience.

scholarly journals Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

2021 ◽  
Author(s):  
Timothy Gould
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Online Surveys ◽  
Student Responses ◽  
Small Group Work ◽  
Student Effort ◽  
Undergraduate Chemistry ◽  
Class Environment ◽  
Student Confidence

This study examined factors influencing student confidence and their perception of learning in the context of undergraduate chemistry and biochemistry courses. Anonymous online surveys were used to measure the extent to which small group work influenced student confidence in solving problems compared to working individually, as well as how various course factors and the amount of effort and pleasure students experienced during their coursework influenced their perception of learning. Upon examining over 2500 student responses to more than 150 unique problems/exercises across 3 different courses, student confidence in solving problems improved to an average of approximately 8 out of 10 when they worked in small groups, compared to that of 6.5 out of 10 when working alone. Students ranked (i) opportunities to revisit assessments, (ii) the class environment, and (iii) instructor feedback as course factors that were most influential on their learning. There was little if any correlation between student effort and their perception of learning, and their perception of learning only slightly correlated with the amount of pleasure they experienced during their coursework. Taken together, these data highlight the importance of facilitating regular small group work, multistage assessments, good feedback and a pleasurable learning environment for students.

scholarly journals Effects Of Personality On Attitudes Toward Academic Group Work

2010 ◽  
Vol 3 (3) ◽  
pp. 39-46 ◽  
Author(s):  
William R. Forrester ◽  
Armen Tashchian
Keyword(s):  
Regression Analysis ◽  
Group Work ◽  
Work Group ◽  
Business Students ◽  
Personality Dimensions ◽  
Positive Attitudes ◽  
Academic Group

This study investigated the effects of personality on attitudes toward academic group work among a sample of 225 business students.  Data were collected using pre-existing scales for measuring personality and attitudes toward academic group work.  Specifically, the Neo-FFI scale was used to measure the five personality dimensions of openness, agreeableness, extroversion, conscientiousness and neuroticism.  Regression analysis indicated that extroversion was the best predictor of respondents’ attitudes toward academic group work.  Individuals with high extroversion scores had positive attitudes toward academic group work.  Neuroticism, agreeableness and conscientiousness were also related to respondents’ preference for group work and discomfort with group work.  Interestingly, respondents’ level of openness had no impact on any of the work group attitude variables.  

Optimizing Millennials’ Communication Styles

2011 ◽  
Vol 74 (1) ◽  
pp. 22-44 ◽  
Author(s):  
Jackie L. Hartman ◽  
Jim McCambridge
Keyword(s):  
Conflict Management ◽  
Team Building ◽  
Building Blocks ◽  
The United States ◽  
Communication Style ◽  
Communication Styles ◽  
Active Listening ◽  
Communication Effectiveness ◽  
Business Educators ◽  
Audience Analysis

Millennials, those individuals born between 1980 and 2000, compose the largest cohort of college students in the United States. Stereotypical views of millennials characterize them as technologically sophisticated multitaskers, capable of significant contributions to tomorrow’s organizations, yet deficient in communication skills. This article offers insights for business educators to help millennials understand the influence of communication styles when optimizing communication effectiveness. Developing style-typing and style-flexing skills can serve as building blocks for millennials’ subsequent interpersonal skill development in key areas such as audience analysis, active listening, conflict management and negotiation, and effective team building. An in-class exercise highlighting communication style-typing and style-flexing is included.

Thoughtfully Preparing Business Students and Faculty for Study Abroad

2016 ◽  
pp. 250-272 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Study Abroad ◽  
Informal Learning ◽  
Business Students ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Formal Learning ◽  
Business Educators ◽  
Institutional Strategies ◽  
Business Undergraduates ◽  
Study Abroad Program

In the last twenty years study abroad program have grown in popularity. Study abroad experiences provide learning opportunities for participants, but these opportunities are only optimized if students are appropriately and thoughtfully prepared. Study abroad provides formal learning experiences, associated with coursework undertaken, and informal learning, related to new cultures and countries encountered. Students and the faculty who accompany them need to be sensitized to both of these opportunities. This chapter presents a context for study abroad experiences and suggests how they can provide students with a deeper appreciation of issues that are often overly abstracted in the college, particularly issues such as internationalization and globalization. It explores ways in which study abroad participants can be assisted to engage more fully with the experiences that they encounter abroad. In presenting learning and institutional strategies to help optimize study abroad, it is hoped that the chapter will be of value to business undergraduates, their faculty, and business educators.

Fostering Intercultural Competence in Higher Education

2020 ◽  
pp. 116-126
Author(s):  
Eika Auschner
Keyword(s):  
Higher Education ◽  
Action Research ◽  
21St Century ◽  
Group Work ◽  
Intercultural Competence ◽  
Business Students ◽  
Action Research Project ◽  
Ongoing Process ◽  
Double Degree ◽  
Individual Self

Within the ongoing process of globalization, intercultural competence has been identified as one of the key competences of the 21st century. Universities need to prepare their graduates for working across countries and cultures and have been focusing on the international and intercultural aspect of their programs. Research has shown, however, that the development of intercultural competence in students does not happen automatically but needs to be fostered and supported. Within an action research project, an intercultural group work was designed to foster the development of intercultural competence of business students in an international double-degree program. The analyses of individual self-reflections after the group work suggested that the group work provided students with international working experiences, and that the reflection process has to be structured and supported to foster the development of intercultural competence in students.

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