Graduates of international business (IB) programs are facing a complex dynamic world in which they need both specific and generalist knowledge they can activate in socially negotiated situations. Their competencies must go beyond narrowly applying knowledge, which requires open minds, transferable social competencies, and skills for crossing…

This article examines teammates' perceptions of individual expert and referent power (personal power) in student teams working on a semester-long project. In our study, we found a positive relationship between being perceived as high in personal power (expert and referent power) by teammates and faculty advisor-rated performance, measured by…

Just as there is a tension between business professors' practice of assigning team projects, especially in capstone courses, and students' inclination to avoid them, there is also a tension between students' desire to choose their own teammates and professors' belief that they can do a better job of team creation. Professors have learned that when…

Two important characteristics of contemporary teamwork are working with colleagues from diverse cultural backgrounds and working in virtual teams. Hence, preparing students to successfully navigate through the business world must include developing these two skills. To investigate learning for both cross-cultural and virtual collaboration, we…

Organizations around the world are challenged with managing complex decisions; however, many students do not have practical experience with the way in which these organizations go about this process. In this article, we outline an experiential case, based on a contemporary, real-world health policy challenge, which illustrates the ethical and…

Sustainability management is rapidly progressing from an operational task to a strategic imperative one as environmental and social concerns shape the business environment. Scenario planning is increasingly being used by companies and governments to explore the potential impact of future challenges. Applied in a management education context…

For as long as formal management education has existed, students have worked in groups to perform team projects. And for about the same amount of time, teachers have wondered about the best way to structure and administer student teams. Formal recommendations have been developed on how to effectively create and administer student teams. However,…

The most recent recipient of the JME Lasting Impact Award, "Lessons from the Best and Worst Student Team Experiences: How a Teacher can make the Difference," by Bacon, Stewart, and Silver (1999) is an elegantly presented examination of how the set of decisions made by instructors regarding team assignments affect student experience. An…

The increased complexity of today's work environment has made the need for soft skills, such as teamwork, communication, leadership, and problem solving, more salient than ever. Employers hire for these skills because it is increasingly the human resources that give organizations a competitive advantage. Therefore, academia must respond to these…

Ethics blind spots, which have become a keystone of the emerging behavioral ethics literature, are essentially biases, heuristics, and psychological traps. Though students typically recognize that ethical challenges exist in the world at large, they often fail to see when they are personally prone to ethics blind spots. This creates an obstacle…

Project teams are a mainstay in both organizations and business schools. Despite their popularity, instructors and students often express dissatisfaction regarding assigned student team projects. In this article, we examine the effects of influence tactics available to instructors (collaborative assistance and rational persuasion) and individual…

Traditional classes are typically bound both in the classroom space and scheduled time. In this article, I show how applying an online learning framework called the Community of Inquiry and an organizational architecture of matrixed teams has worked in a face-to-face capstone class and extended those boundaries. These were introduced as an…

We studied group and individual co-regulatory and self-regulatory strategies of self-managed student project teams using data from intragroup peer evaluations and a postproject survey. We found that high team performers shared their research and knowledge with others, collaborated to advise and give constructive criticism, and demonstrated moral…

We present a road map for providing course-embedded service-learning team projects as opportunities for undergraduates to practice as service leaders in Asia and beyond. Basic foundations are that projects address authentic problems or needs, partner organization representatives (PORs) indicate availability for ongoing consultation, students…

Business school courses often require team projects, both for pedagogical reasons as well as to prepare students for the kinds of team-based activities that are common in organizations these days. However, social loafing is a common problem in teams, and peer evaluations by team members are sometimes used in such team settings to assess…