An Interpretation of Collaborative Groups as Innovative and Entrepreneurial Enterprises
Anthony Joseph, Pace University, and Mabel Payne, New York City Department of Education
This undergraduate computer organization course modeled as a business enterprise in its 2003-2004 school year implementations utilized out-of-class collaborative student groups to complete course assignments and to participate in in-class group activities. Each group was viewed as a branch office of a corporation with its product being the group's average grade. Students were introduced to entrepreneurship, creativity, innovation, and leadership concepts and strategies for successful group performance based upon the assumption that today's students are more likely to work for or become entrepreneurs after graduation. Students were graded individually, but 35% of their course grade was directly attributable to group work with the level of group collaboration determined by statistical tests, (e.g., correlation and percentage error) as well as student remarks. The analyses revealed that 22.5% of the groups were high functioning. Group members who collaborated more gained relatively higher social and organizational skills and knowledge that are beneficial for the work place.
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