Abstract
Schools of business seek to prepare students for the workplace with employer-valued skills such as communication, teamwork, and application of knowledge. As such, a common practice for business and management educators is to involve students in collaborative team-based assignments and community projects. To facilitate the development of teamwork skills, faculty members may have students create a team charter, which involves student teams identifying goals, roles, and norms. However, empirical evidence of the value of team charters is limited. This study examined student perceptions of team charters to determine if they played a role in effective teamwork or if other variables accounted for team success. The study entailed an analysis of a mid-semester team evaluation survey and an end-of-semester team charter survey. Findings indicated that overall, the inclusion of the development and application of student charters in student group projects leads to several important benefits and learning outcomes. However, the perceived usefulness of charters varies among students by level of experience and year in school.
Recommended Citation
Andrade, Maureen Snow; Westover, Jonathan; and Workman, Letty
(2023)
"The Perceived Value of Using a Team Charter in Business Education,"
International Journal for Business Education: Vol. 165:
No.
1, Article 1.
DOI: https://doi.org/10.30707/IJBE165.1.1680319303.765031
Available at:
https://ir.library.illinoisstate.edu/ijbe/vol165/iss1/1