Teaching with and through Teams: Student-Written, Instructor-Facilitated Case Writing and the Signatory Code

Modern organizations prize teamwork. Management schools have responded to this reality by integrating teamwork into the curriculum. Two important challenges associated with integrating teams in the management classroom include (a) designing teamwork assignments that achieve multiple, sophisticated l...

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Bibliographic Details
Published in:Journal of management education 2005-02, Vol.29 (1), p.39-59
Main Authors: Bailey, James, Sass, Mary, Swiercz, Paul M., Seal, Craig, Kayes, D. Christopher
Format: Article
Language:English
Subjects:
Assignments
Behavioral Objectives
Business Administration Education
Business education
Business schools
Case Method (Teaching Technique)
Classroom Techniques
Classrooms
Cognition & reasoning
Collaborative learning
College students
Communication
Competitive advantage
Comprehension
Content Area Writing
Curricula
Curriculum subjects: programmes and methods
Education
Educational objectives
Educational sciences
Group Dynamics
Instructional Development
Instructional Effectiveness
Knowledge
Labor law
Learning outcomes
Likert Scales
Managers
Pedagogy
Scaffolding (Teaching Technique)
Skill Development
Skills
Student Surveys
Students
Studies
Teachers
Teaching
Teaching Methods
Teams
Teamwork
Thinking Skills
Undergraduate Students
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Summary:Modern organizations prize teamwork. Management schools have responded to this reality by integrating teamwork into the curriculum. Two important challenges associated with integrating teams in the management classroom include (a) designing teamwork assignments that achieve multiple, sophisticated learning outcomes and (b) instruction in, and management of, the classic social loafing problem. This article addresses these two challenges. First, it provides a method for designing teamwork assignments using Student Written–Instructor Facilitated (SWIF) case learning. SWIF provides the ideal vehicle for achieving all six of Bloom’s (1956) Educational Objectives— knowledge, comprehension, application, analysis, synthesis, and evaluation. Second, it demonstrates the use of the Signatory Code, a team-contracting device that helps teams minimize social loafing. Survey results from 112 students speak to the efficacy of this tandem teaching methodology for blending complex management concepts with genuine team experience.
ISSN:1052-5629
1552-6658
DOI:10.1177/1052562904269641