How to prepare and implement team work in business courses

Chapter 3 offers this book’s second core recommendation: achieving the type of team work-link learning outcomes by complementing the theoretically driven design (discussed in Chapter 2) with a robust implementation approach spotlighting the multiple roles that educators must play at different points and with various constituents (teams and individuals). Notably, it offers a generic implementation process that can serve as the baseline (or starting point) execution of most designs developed by educators facing various specific contextual conditions. This chapter supplements the offered generic implementation process by providing potential adaptations for cases where specific contextual conditions (e.g., large class size or highly diverse student population) may challenge the effectiveness of the generic model. It also offers practical recommendations for educators to troubleshoot their implementation while teaching these courses. Additionally, it proposes a continuous improvement process that may help educators keep improving team-linked learning outcomes as different students and other environmental conditions change over time (including how to become a more effective team work educator through self-professional development).