Dra. Hebles-Ortiz, Melany

Given the dynamics of the business environment, training in teamwork competence is becoming increasingly important vis-à-vis improving entrepreneurship and innovation development processes in a multidisciplinary context. In this paper, we estimate differences in differences (DID) regressions to analyse the effect of cooperative learning on teamwork competence for a sample of individuals whose training is geared towards acquiring key competences such as entrepreneurship and innovation. A quasi-experimental design is used with a treatment and a control group of two cohorts of individuals. Our results show a significant effect of cooperative learning on collective efficacy, planning, establishment of objectives, problem solving and conflict management. We contribute to student training in a competence that is highly valued in the professional sphere and to current understanding of what effect cooperative learning has from its different components in teamwork training.

The goal of this study is to determine the extent to which faculty training in cooperative learning (CL) transfers to university teaching, according to students’ opinions. The design was quasi-experimental, with a control group and an intervention group. During two years, 346 first-year university Business School students and 12 university teachers of four disciplines (Business and Economy, Communication, Mathematics and Knowledge Integration) took part in the study. The results show that, after specific training in CL methodology, teachers showed significant improvement in the application of several CL dimensions: social skills, evaluation, reflection, interdependence, interaction and tutoring. In addition, a multivariate analysis of variance was calculated to examine the possible interaction effect of teacher training and disciplines on CL application. The results indicate that training based on participants’ needs and context fosters transference to university teaching. Teachers from different disciplines respond differently when applying CL to the classroom after training, especially in evaluation, heterogeneity, and tutoring. The results highlight the importance of a quality faculty professional development program.

Purpose – The purpose of this paper is to analyze the impact of a classroom application of the cooperative learning (CL) methodology on nine dimensions of business students’ teamwork competence (TC). Design/methodology/approach – The authorsused a quasi-experimental pre-post design with a previous cohortas control group (first-year students from the year prior to treatment application), applying treatment to a sample of 228 first-year students in a School of Economics and Business at a Chilean University (114 as treatment and 114 as control). Findings – Theauthors’ resultsshow thatCL had a positive, significant influence on five dimensions of TC: collective efficacy, planning, goal setting, problem solving and conflict management. Research limitations/implications – This paper upholds the importance and effectiveness of CL in developing TC. However, the evidence suggests that the effectiveness of the CL methodology was limited to developmentandimprovementof lesscomplexdimensionsofTC.Morecomplexdimensionsrequirealonger period of time to be developed. Practical implications – This research is an important contribution to the design and implementation of appropriate methodologies for developing a widely needed area of competence in the workplace, considering its multidimensional nature, whether in academia or business. Originality/value – This is the first study to seek empirical evidence that would link the CL methodology with TC. In addition, it fills a gap in the literature on the development of TC in its multiple dimensions. It particularly addresses the training of business professionals.