Kim A. Stewart

TL;DR: The authors empirically identified which teacher-controlled (contextual) variables have the greatest impact on whether the student will have a great team experience or a miserable one, and found that the clarity of instructions to the team, the longevity of the team experience, and self-selection of teammates all positively affect team experiences.

TL;DR: In this article, the retention curve for knowledge acquired in a consumer behavior course is explored in a longitudinal study, tracking individual students from 8 to 101 weeks following course completion, and the findings indicate that most of the knowledge gained in the course is lost within 2 years.

TL;DR: In a study of 49 graduate and 172 undergraduate marketing project teams, the average of the individual abilities on the team was found to predict student team performance, and gender diversity had no effect on team performance as discussed by the authors.

TL;DR: The authors review the advantages and disadvantages of various methods of assigning participants to teams, including random assignment, self-selection, and facilitator assignment, and introduce and discuss computer-aided methods of team assignment.

TL;DR: The authors demonstrate that assessment efforts by smaller schools may not provide the statistical power required to obtain valid results in a reasonable time frame, and that decisions on curricular and pedagogical change are too often based on inaccurate research findings.