ERIC Number: EJ1019526
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Group Work in the MBA Classroom: Improving Pedagogical Practice and Maximizing Positive Outcomes with Part-Time MBA Students
Rafferty, Patricia D.
Journal of Management Education, v37 n5 p623-650 Oct 2013
This article forms part of an exploration into how graduate students experience group work. A single case, embedded study was completed in 2011, which reveals insight and understanding into the manner in which part-time MBA students experience group work assignments and how these experiences contribute to their perception of positive group work outcomes. The fundamental underpinnings of the case study findings suggest a practical pedagogical shift for educators of part-time graduate students engaged in group work. Specifically, this article proposes a situational group work model, which can be defined as a pattern or mapping that identifies crucial situational factors involved with student group work on the part-time graduate level. The central focus of this article is to understand this new model, which is rooted in group work experiences from the students' point of view. The model also explicates the manner in which instructors and other students facilitate the perception of a positive group work outcome for students. Using authentic MBA student voices, this article seeks to empower group work practitioners and educators with knowledge to improve group practice and also to better inform facilitators of group work in the graduate classroom.
Descriptors: Masters Programs, Graduate Students, Business Administration Education, Part Time Students, Groups, Assignments, Models, Student Attitudes, Educational Improvement, Outcomes of Education, Teaching Methods, Case Studies, Teamwork, Credibility
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Reports - Evaluative; Journal Articles
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A