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Statistical Analysis of Teamwork Skills in Generation-Z Business Students: A Proposed Design for Team-Based Final Exams |
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PP: 205-224 |
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doi:10.18576/jsap/140206
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Author(s) |
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Maria Saberi,
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Abstract |
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| This paper explores the team-based test (TBT) experience that Generation-Z undergraduate and graduate
business students perceive within one Higher Education Institution (HEI). It uses these perceptions in proposing a team- based final exam (TBFE) design. A two-stage qualitative study was conducted. Students perceptions were first identified through a thematic analysis of their post-test written feedback, then further contextualized through findings from a series of fourteen semi-structured interviews. The results were used to propose a TBFE design. Two key streams of findings emerged from the study. The first illustrated how TBTs help reduce test stress before, during, and after the assessment while enhancing students teamwork skills. The second stream of findings aided in generating a proposed TBFE design. Findings also suggested that TBFEs be conducted within workshop-based course designs and that TBFEs be case-based where students receive the test case and guidelines several days before the exam. Statistical analysis revealed the positive effect of TBTs on all course-intended learning outcomes (CILOs), including teamwork and leadership, communication, and problem-solving skills, particularly for the undergraduate courses. The proposed design may be used to enhance Generation-Z students teamwork skills in the higher education (HE) sector with aims to prepare graduates for the demands of a modern work world. The findings could inform policies, guidelines, or support resources for designing TBTs and
TBFEs which serve business educators.
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