Value creation in student team projects. Evidence from intra-group assessments in online management courses

ABSTRACT

A value creation conceptual framework is used to analyse perceived value creation in intra-group assessment narratives of students in online team projects enrolled in Management courses. Emerging categorised themes organised under four domains including preparedness, contribution to productivity, respect for others, and flexibility, aligned with the four value creation cycles in the conceptual framework and appear to advance expected student learning outcomes made up of critical thinking; interactions with other students; student engagement in initiating or contributing to content or other learning activities; and use of problem-solving skills. Team size appears to affect individual team member contributions. Participating students wanted their team mates to be prepared for project activities; to contribute substantially or intangibly to team productivity; to be respectful of others; to seek consensus and compromiise; and to show flexibility in their interaction with others. Instructors should consider these findings when they provide guidance to students in learning teams.

KEYWORDS:

• Team based learning
• value creation in learning communities
• intra-group assessment in online project teams
• theory and data saturation in team learning assessments
• individual team member contributions to student learning community performance

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

David B. Tataw

David B. Tataw is a Professor of Health Sciences and Director of Graduate Programs at Northern Kentucky University. He is trained in health policy and management, public administration, information systems management, and public health. He has more than thirty years in academic, government, and healthcare industry leadership. His research and scholarship includes public health, community health, health policy and management, and the scholarship of teaching and learning.