en pl
en pl

Central European Management Journal

Zobacz wydanie
Rok 2017 
Tom 25 
Numer 1

Students’ Team Project Experiences and Their Attitudes Towards Teamwork

Aleksandra Rudawska
University of Szczecin

2017 25 (1) Central European Management Journal

DOI 10.7206/jmba.ce.2450-7814.190

Zawartość artykułu

Abstrakt

Purpose: The aim of the study is to evaluate the influence of team project experiences of students (presence and role of a leader; fairness in team projects; conditions supporting teamwork created by a university) on their attitudes towards teamwork, especially the perception of teamwork effectiveness and the preference of working in teams.

Methodology: In the study the quantitative research was done among master degree Polish students of Management (105 questionnaires). The measures used for the study were developed specifcally for the study referring to the previous research in the feld.

Findings: Results indicate that leaders in team projects and conditions supporting teamwork are connected with the students’ perception of teamwork effectiveness, while the fairness in team projects is connected with students’ preference of working collectively.

Research implications: We conclude that in order to develop a positive attitude towards teamwork, the teamwork projects should be better supported by the instructors (especially supporting the emergence of leader(s) and minimising the problem of free riders) and the university should create a climate that facilitates teamworking, otherwise team projects might negatively influence students’ attitude towards collective work.

Value: On the labour market the teamwork skills are one of the most important skills of employees, as the team-based organizational designs are becoming the norm in work organization. The study is contributing to the understanding of the relations between student experiences and their attitudes as well as the role played by high education in the development of these attitudes. Some previous research in Anglo-Saxon culture countries indicate that team project assignments realised by students during studies might even hinder their attitudes to teamwork and their willingness to work in teams in the future.

Powiązania

  1. Ajzen, I. and Fishbein, M. (1980). Understanding attitudes and predicting social behavior. NJ: Prentice-Hall. [Google Scholar]
  2. Bacon, D.R. (2005). The effect of group projects on content-related learning. Journal of Management Education, 29(2): 248–267, http://dx.doi.org/10.1177/1052562904263729 [Google Scholar]
  3. Becker, S.J. (1984). Empirical validation of affect, behavior, and cognition as distinct components of behaviour. Journal of Personality and Social Psychology, 47(6): 1191–1205. [Google Scholar]
  4. Beigi, M. and Shirmohammadi, M. (2012), Attitudes toward teamwork: are Iranian university students ready for the workplace? Team Performance Management, 18(5/6): 295–311, http://dx.doi.org/10.1108/13527591211251087 [Google Scholar]
  5. Blanchard, K.H., Bowles, S., Carew, D. and Parisi-Carew, E. (2000). High five! The magic of working together. New York: William Morrow. [Google Scholar]
  6. Budnikowski A., Dąbrowski D., Gąsior U. and Macioł, S. (2012). Pracodawcy o poszukiwanych kompetencjach i kwalifkacjach absolwentów uczelni – wyniki badania. E-mentor, 4(46): 4–17. [Google Scholar]
  7. Chapman, K.J. and Van Auken, S. (2001). Creating positive group project experiences: an examination of the role of the instructor on students’ perceptions of group projects. Journal of Marketing Education, 23(2): 117–127, http://dx.doi.org/10.1177/0273475301232005 [Google Scholar]
  8. Cohen S.G. and Bailey, D.E. (1997). What makes teams work: group effectiveness research from the shop floor to the executive suite. Journal of Management, 23(3): 239–290, http://dx.doi.org/10.1177/014920639702300303 [Google Scholar]
  9. Deeter-Schemelz, D.R., Kennedy, K.N. and Ramsey, R.P. (2002). Enriching our understanding of student team effectiveness. Journal of Marketing Education, 24(2): 114–124, http://dx.doi.org/10.1177/0273475302242004 [Google Scholar]
  10. Devine, D.J., Clayton, L. D., Philips, J.L., Dunford, B.B. and Melner, S.B. (1999). Teams in organizations: Prevalence, characteristics, and effectiveness. Small Group Research, 30(6): 678 –711, http://dx.doi.org/10.1177/104649649903000602 [Google Scholar]
  11. Domański, H. (2014). Zaufanie między ludźmi. In: P.B. Sztabiński and F. Sztabiński (eds.), Polska – Europa. Wyniki Europejskiego Sondażu Społecznego. Warsaw: Wyd. IFiS PAN. [Google Scholar]
  12. Hansen, R.S. (2006). Benefts and Problems With Student Teams: Suggestions for Improving Team Projects. Journal of Education for Business, 82(1): 11–19, http://dx.doi.org/10.3200/JOEB.82.1.11-19 [Google Scholar]
  13. Hillyard, C., Gillespie, D. and Littig, P. (2010). University Students’ Attitudes about Learning in Small Groups after Frequent Participation. Active Learning in Higher Education, 11(1): 9–20, http://dx.doi.org/10.1177/1469787409355867 [Google Scholar]
  14. Hobday, M. (2000). The project-based organization: an ideal form for managing complex products and systems? Research Policy, 29(7–8): 871–893, http://dx.doi.org/10.1016/S0048-7333(00)00110-4 [Google Scholar]
  15. Jasińska, M. and Podgórska K. (2015). Między oczekiwaniami a rzeczywistością. Umiejętności miękkie osób wchodzących na rynek pracy. E-mentor, 5(62). [Google Scholar]
  16. Johnson, D.W., Johnson, R.T. and Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1): 15–29, http://dx.doi.org/10.1007/s10648-006-9038-8 [Google Scholar]
  17. Juchnowicz, M. (2014). Postawy pracowników wobec pracy jako składnik potencjału kompetencyjnego. In: M. Juchnowicz, Zarządzanie kapitałem ludzkim. Procesy – narzędzia – aplikacje. Warszawa: PWE. [Google Scholar]
  18. Katz, D. (1960). The Functional Approach to the Study of Attitudes. Public Opinion Quarterly, 24(2): 163–204, http://dx.doi.org/10.1086/266945 [Google Scholar]
  19. Katzenbach, J.R. and Smith, D.K. (1993). The discipline of teams. Harvard Business Review, 71: 111–146. [Google Scholar]
  20. Lembke, S. and Wilson, M.G. (1998). Putting the “team” into teamwork: Alternative theoretical contributions for contemporary management practice. Human Relations, 51(7): 927–945, http://dx.doi.org/10.1023/A:1016951611667 [Google Scholar]
  21. Lipičnik, B. and Mihelič, K.K. (2007). Great expectations? Enterprises expectations about graduate education in the feld of management: Evidence from Slovenia. Journal for East European Management Studies, 12(2): 89–108. [Google Scholar]
  22. Locander, W.B. and Spivey, W.A. (1978). A Functional Approach to Attitude Measurement. Journal of Marketing Research, 15(4): 576–587, http://dx.doi.org/10.2307/3150627 [Google Scholar]
  23. Loughry, M.L., Ohland, M.W. and Woehr, D.J. (2013). Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools. Journal of Marketing Education, 36(1): 5–19, http://dx.doi.org/10.1177/0273475313499023 [Google Scholar]
  24. Machemer, P. and Crawford, P. (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learning in Higher Education, 8(1): 9–30, http://dx.doi.org/0.1177/1469787407074008 [Google Scholar]
  25. Marks, M.B. and O’Connor, A.H. (2013). Understanding Students’ Attitudes About Group Work: What Does This Suggest for Instructor of Business? Journal of Education for Business, 88(3): 147–158, http://dx.doi.org/10.1080/08832323.2012.664579 [Google Scholar]
  26. McCorkle, D.E., Reardon, J., Alexander, J.F., Kling, N.D., Harris, R.C. and Iyer, R.V. (1999). Undergraduate marketing students, group projects, and teamwork: The good, the bad, and the ugly? Journal of Marketing Education, 21(2): 106–117, http://dx.doi.org/10.1177/0273475399212004 [Google Scholar]
  27. Mohr, D.C., Young, G.J. and Burgess Jr, J.F. (2012). Employee turnover and operational performance: The moderating effect of group-oriented organisational culture. Human Resource Management Journal, 22(2): 216–233, http://dx.doi.org/ 10.1111/j.1748-8583.2010.00159.x [Google Scholar]
  28. Mohrman, S.A., Cohen S.G. and Mohramn Jr., A.M. (1995). Designing team-based organizations: New forms for knowledge work. London: Jossey-Bass. [Google Scholar]
  29. Morley, M. and Heraty, N. (1995). The high-performance organization: Developing teamwork where it counts. Management Decision, 33(2): 56–63, http://dx.doi.org/10.1108/00251749510081737 [Google Scholar]
  30. Mullins, L.J. (2013). Management and Organizational Behaviour, 10th ed., London: Pitman Publishing. [Google Scholar]
  31. NACE (National Association of Colleges and Employers) (2013). Job Outlook 2014. Bethlehem: NACE. [Google Scholar]
  32. Pfaff, E. and Huddleston, P. (2003). Does it matters if I hate teamwork? What impacts student attitudes toward teamwork? Journal of Marketing Education, 23(1): 37–45, http://dx.doi.org/10.1177/0273475302250571 [Google Scholar]
  33. Pineda, R.C., Barger, B. and Lerner, L.D. (2009). Exploring differences in student perceptions of teamwork: the case of U.S. and Lithuanian students. Journal of International Business and Cultural Studies, 1: 1–9. [Google Scholar]
  34. Rokeach, M. (1966). Attitude change and behavioral change. Public Opinion Quarterly, 30(4): 529–550, http://dx.doi.org/10.1086/267454 [Google Scholar]
  35. Ruiz Ulloa, B.C. and Adams, S.G. (2004). Attitude toward teamwork and effective teaming. Team Performance Management, 7/8(10): 145–151. [Google Scholar]
  36. Salas, E., Rosen, M.A., Burke, C.S. and Goodwin G.F. (2009). The wisdom of collectiveness in organizations: An update of competencies. In: E. Salas, G.F. Goodwin and C.S. Burke (eds.), Team effectiveness in Complex Organizations: Cross-Disciplinary Perspectives and Approaches. London: Routledge. [Google Scholar]
  37. Schultz, J.L., Wilson, J.R. and Hess, K.C. (2010). Team-based classroom pedagogy reframed: the student perspective. American Journal of Business Education, 3(7): 17–24, http://dx.doi.org/10.19030/ajbe.v3i7.455 [Google Scholar]
  38. Templeton, G.F., Lewis, B.R. and Snyder, C.A. (2002). Development of a Measure for the Organizational Learning Construct. Journal of Management Information Systems, 19(2): 175–218, http://dx.doi.org/10.1080/07421222.2002.11045727 [Google Scholar]
  39. Thompson, D., Anitsal, I. and Barrett, H. (2008). Attitudes toward teamwork in higher education: a comparative study of religiously affliated universities and secular-based universities. In: Allied Academies International Conference. Academy of Educational Leadership. Proceedings, 13(2): 86–98. [Google Scholar]
  40. Warsaw School of Economics (2012). Kompetencje i kwalifkacje poszukiwane przez pracodawców wśród absolwentów szkół wyższych wchodzących na rynek pracy, wyniki badania przeprowadzonego przez Szkołę Główną Handlową, Amerykańską Izbę Handlu w Polsce oraz Ernst & Young. Warsaw, http://frma.sgh.waw.pl/pl/Documents/RKPK_raport_2012.pdf [Google Scholar]
  41. West, M.A. (2012). Effective Teamwork. Practical Lessons from Organizational Research. London: BPS Blackwell [Google Scholar]
  42. Ajzen, I. and Fishbein, M. (1980). Understanding attitudes and predicting social behavior. NJ: Prentice-Hall. [Google Scholar]
  43. Bacon, D.R. (2005). The effect of group projects on content-related learning. Journal of Management Education, 29(2): 248–267, http://dx.doi.org/10.1177/1052562904263729 [Google Scholar]
  44. Becker, S.J. (1984). Empirical validation of affect, behavior, and cognition as distinct components of behaviour. Journal of Personality and Social Psychology, 47(6): 1191–1205. [Google Scholar]
  45. Beigi, M. and Shirmohammadi, M. (2012), Attitudes toward teamwork: are Iranian university students ready for the workplace? Team Performance Management, 18(5/6): 295–311, http://dx.doi.org/10.1108/13527591211251087 [Google Scholar]
  46. Blanchard, K.H., Bowles, S., Carew, D. and Parisi-Carew, E. (2000). High five! The magic of working together. New York: William Morrow. [Google Scholar]
  47. Budnikowski A., Dąbrowski D., Gąsior U. and Macioł, S. (2012). Pracodawcy o poszukiwanych kompetencjach i kwalifkacjach absolwentów uczelni – wyniki badania. E-mentor, 4(46): 4–17. [Google Scholar]
  48. Chapman, K.J. and Van Auken, S. (2001). Creating positive group project experiences: an examination of the role of the instructor on students’ perceptions of group projects. Journal of Marketing Education, 23(2): 117–127, http://dx.doi.org/10.1177/0273475301232005 [Google Scholar]
  49. Cohen S.G. and Bailey, D.E. (1997). What makes teams work: group effectiveness research from the shop floor to the executive suite. Journal of Management, 23(3): 239–290, http://dx.doi.org/10.1177/014920639702300303 [Google Scholar]
  50. Deeter-Schemelz, D.R., Kennedy, K.N. and Ramsey, R.P. (2002). Enriching our understanding of student team effectiveness. Journal of Marketing Education, 24(2): 114–124, http://dx.doi.org/10.1177/0273475302242004 [Google Scholar]
  51. Devine, D.J., Clayton, L. D., Philips, J.L., Dunford, B.B. and Melner, S.B. (1999). Teams in organizations: Prevalence, characteristics, and effectiveness. Small Group Research, 30(6): 678 –711, http://dx.doi.org/10.1177/104649649903000602 [Google Scholar]
  52. Domański, H. (2014). Zaufanie między ludźmi. In: P.B. Sztabiński and F. Sztabiński (eds.), Polska – Europa. Wyniki Europejskiego Sondażu Społecznego. Warsaw: Wyd. IFiS PAN. [Google Scholar]
  53. Hansen, R.S. (2006). Benefts and Problems With Student Teams: Suggestions for Improving Team Projects. Journal of Education for Business, 82(1): 11–19, http://dx.doi.org/10.3200/JOEB.82.1.11-19 [Google Scholar]
  54. Hillyard, C., Gillespie, D. and Littig, P. (2010). University Students’ Attitudes about Learning in Small Groups after Frequent Participation. Active Learning in Higher Education, 11(1): 9–20, http://dx.doi.org/10.1177/1469787409355867 [Google Scholar]
  55. Hobday, M. (2000). The project-based organization: an ideal form for managing complex products and systems? Research Policy, 29(7–8): 871–893, http://dx.doi.org/10.1016/S0048-7333(00)00110-4 [Google Scholar]
  56. Jasińska, M. and Podgórska K. (2015). Między oczekiwaniami a rzeczywistością. Umiejętności miękkie osób wchodzących na rynek pracy. E-mentor, 5(62). [Google Scholar]
  57. Johnson, D.W., Johnson, R.T. and Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1): 15–29, http://dx.doi.org/10.1007/s10648-006-9038-8 [Google Scholar]
  58. Juchnowicz, M. (2014). Postawy pracowników wobec pracy jako składnik potencjału kompetencyjnego. In: M. Juchnowicz, Zarządzanie kapitałem ludzkim. Procesy – narzędzia – aplikacje. Warszawa: PWE. [Google Scholar]
  59. Katz, D. (1960). The Functional Approach to the Study of Attitudes. Public Opinion Quarterly, 24(2): 163–204, http://dx.doi.org/10.1086/266945 [Google Scholar]
  60. Katzenbach, J.R. and Smith, D.K. (1993). The discipline of teams. Harvard Business Review, 71: 111–146. [Google Scholar]
  61. Lembke, S. and Wilson, M.G. (1998). Putting the “team” into teamwork: Alternative theoretical contributions for contemporary management practice. Human Relations, 51(7): 927–945, http://dx.doi.org/10.1023/A:1016951611667 [Google Scholar]
  62. Lipičnik, B. and Mihelič, K.K. (2007). Great expectations? Enterprises expectations about graduate education in the feld of management: Evidence from Slovenia. Journal for East European Management Studies, 12(2): 89–108. [Google Scholar]
  63. Locander, W.B. and Spivey, W.A. (1978). A Functional Approach to Attitude Measurement. Journal of Marketing Research, 15(4): 576–587, http://dx.doi.org/10.2307/3150627 [Google Scholar]
  64. Loughry, M.L., Ohland, M.W. and Woehr, D.J. (2013). Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools. Journal of Marketing Education, 36(1): 5–19, http://dx.doi.org/10.1177/0273475313499023 [Google Scholar]
  65. Machemer, P. and Crawford, P. (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learning in Higher Education, 8(1): 9–30, http://dx.doi.org/0.1177/1469787407074008 [Google Scholar]
  66. Marks, M.B. and O’Connor, A.H. (2013). Understanding Students’ Attitudes About Group Work: What Does This Suggest for Instructor of Business? Journal of Education for Business, 88(3): 147–158, http://dx.doi.org/10.1080/08832323.2012.664579 [Google Scholar]
  67. McCorkle, D.E., Reardon, J., Alexander, J.F., Kling, N.D., Harris, R.C. and Iyer, R.V. (1999). Undergraduate marketing students, group projects, and teamwork: The good, the bad, and the ugly? Journal of Marketing Education, 21(2): 106–117, http://dx.doi.org/10.1177/0273475399212004 [Google Scholar]
  68. Mohr, D.C., Young, G.J. and Burgess Jr, J.F. (2012). Employee turnover and operational performance: The moderating effect of group-oriented organisational culture. Human Resource Management Journal, 22(2): 216–233, http://dx.doi.org/ 10.1111/j.1748-8583.2010.00159.x [Google Scholar]
  69. Mohrman, S.A., Cohen S.G. and Mohramn Jr., A.M. (1995). Designing team-based organizations: New forms for knowledge work. London: Jossey-Bass. [Google Scholar]
  70. Morley, M. and Heraty, N. (1995). The high-performance organization: Developing teamwork where it counts. Management Decision, 33(2): 56–63, http://dx.doi.org/10.1108/00251749510081737 [Google Scholar]
  71. Mullins, L.J. (2013). Management and Organizational Behaviour, 10th ed., London: Pitman Publishing. [Google Scholar]
  72. NACE (National Association of Colleges and Employers) (2013). Job Outlook 2014. Bethlehem: NACE. [Google Scholar]
  73. Pfaff, E. and Huddleston, P. (2003). Does it matters if I hate teamwork? What impacts student attitudes toward teamwork? Journal of Marketing Education, 23(1): 37–45, http://dx.doi.org/10.1177/0273475302250571 [Google Scholar]
  74. Pineda, R.C., Barger, B. and Lerner, L.D. (2009). Exploring differences in student perceptions of teamwork: the case of U.S. and Lithuanian students. Journal of International Business and Cultural Studies, 1: 1–9. [Google Scholar]
  75. Rokeach, M. (1966). Attitude change and behavioral change. Public Opinion Quarterly, 30(4): 529–550, http://dx.doi.org/10.1086/267454 [Google Scholar]
  76. Ruiz Ulloa, B.C. and Adams, S.G. (2004). Attitude toward teamwork and effective teaming. Team Performance Management, 7/8(10): 145–151. [Google Scholar]
  77. Salas, E., Rosen, M.A., Burke, C.S. and Goodwin G.F. (2009). The wisdom of collectiveness in organizations: An update of competencies. In: E. Salas, G.F. Goodwin and C.S. Burke (eds.), Team effectiveness in Complex Organizations: Cross-Disciplinary Perspectives and Approaches. London: Routledge. [Google Scholar]
  78. Schultz, J.L., Wilson, J.R. and Hess, K.C. (2010). Team-based classroom pedagogy reframed: the student perspective. American Journal of Business Education, 3(7): 17–24, http://dx.doi.org/10.19030/ajbe.v3i7.455 [Google Scholar]
  79. Templeton, G.F., Lewis, B.R. and Snyder, C.A. (2002). Development of a Measure for the Organizational Learning Construct. Journal of Management Information Systems, 19(2): 175–218, http://dx.doi.org/10.1080/07421222.2002.11045727 [Google Scholar]
  80. Thompson, D., Anitsal, I. and Barrett, H. (2008). Attitudes toward teamwork in higher education: a comparative study of religiously affliated universities and secular-based universities. In: Allied Academies International Conference. Academy of Educational Leadership. Proceedings, 13(2): 86–98. [Google Scholar]
  81. Warsaw School of Economics (2012). Kompetencje i kwalifkacje poszukiwane przez pracodawców wśród absolwentów szkół wyższych wchodzących na rynek pracy, wyniki badania przeprowadzonego przez Szkołę Główną Handlową, Amerykańską Izbę Handlu w Polsce oraz Ernst & Young. Warsaw, http://frma.sgh.waw.pl/pl/Documents/RKPK_raport_2012.pdf [Google Scholar]
  82. West, M.A. (2012). Effective Teamwork. Practical Lessons from Organizational Research. London: BPS Blackwell [Google Scholar]
  83. Ajzen, I. and Fishbein, M. (1980). Understanding attitudes and predicting social behavior. NJ: Prentice-Hall. [Google Scholar]
  84. Bacon, D.R. (2005). The effect of group projects on content-related learning. Journal of Management Education, 29(2): 248–267, http://dx.doi.org/10.1177/1052562904263729 [Google Scholar]
  85. Becker, S.J. (1984). Empirical validation of affect, behavior, and cognition as distinct components of behaviour. Journal of Personality and Social Psychology, 47(6): 1191–1205. [Google Scholar]
  86. Beigi, M. and Shirmohammadi, M. (2012), Attitudes toward teamwork: are Iranian university students ready for the workplace? Team Performance Management, 18(5/6): 295–311, http://dx.doi.org/10.1108/13527591211251087 [Google Scholar]
  87. Blanchard, K.H., Bowles, S., Carew, D. and Parisi-Carew, E. (2000). High five! The magic of working together. New York: William Morrow. [Google Scholar]
  88. Budnikowski A., Dąbrowski D., Gąsior U. and Macioł, S. (2012). Pracodawcy o poszukiwanych kompetencjach i kwalifkacjach absolwentów uczelni – wyniki badania. E-mentor, 4(46): 4–17. [Google Scholar]
  89. Chapman, K.J. and Van Auken, S. (2001). Creating positive group project experiences: an examination of the role of the instructor on students’ perceptions of group projects. Journal of Marketing Education, 23(2): 117–127, http://dx.doi.org/10.1177/0273475301232005 [Google Scholar]
  90. Cohen S.G. and Bailey, D.E. (1997). What makes teams work: group effectiveness research from the shop floor to the executive suite. Journal of Management, 23(3): 239–290, http://dx.doi.org/10.1177/014920639702300303 [Google Scholar]
  91. Deeter-Schemelz, D.R., Kennedy, K.N. and Ramsey, R.P. (2002). Enriching our understanding of student team effectiveness. Journal of Marketing Education, 24(2): 114–124, http://dx.doi.org/10.1177/0273475302242004 [Google Scholar]
  92. Devine, D.J., Clayton, L. D., Philips, J.L., Dunford, B.B. and Melner, S.B. (1999). Teams in organizations: Prevalence, characteristics, and effectiveness. Small Group Research, 30(6): 678 –711, http://dx.doi.org/10.1177/104649649903000602 [Google Scholar]
  93. Domański, H. (2014). Zaufanie między ludźmi. In: P.B. Sztabiński and F. Sztabiński (eds.), Polska – Europa. Wyniki Europejskiego Sondażu Społecznego. Warsaw: Wyd. IFiS PAN. [Google Scholar]
  94. Hansen, R.S. (2006). Benefts and Problems With Student Teams: Suggestions for Improving Team Projects. Journal of Education for Business, 82(1): 11–19, http://dx.doi.org/10.3200/JOEB.82.1.11-19 [Google Scholar]
  95. Hillyard, C., Gillespie, D. and Littig, P. (2010). University Students’ Attitudes about Learning in Small Groups after Frequent Participation. Active Learning in Higher Education, 11(1): 9–20, http://dx.doi.org/10.1177/1469787409355867 [Google Scholar]
  96. Hobday, M. (2000). The project-based organization: an ideal form for managing complex products and systems? Research Policy, 29(7–8): 871–893, http://dx.doi.org/10.1016/S0048-7333(00)00110-4 [Google Scholar]
  97. Jasińska, M. and Podgórska K. (2015). Między oczekiwaniami a rzeczywistością. Umiejętności miękkie osób wchodzących na rynek pracy. E-mentor, 5(62). [Google Scholar]
  98. Johnson, D.W., Johnson, R.T. and Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1): 15–29, http://dx.doi.org/10.1007/s10648-006-9038-8 [Google Scholar]
  99. Juchnowicz, M. (2014). Postawy pracowników wobec pracy jako składnik potencjału kompetencyjnego. In: M. Juchnowicz, Zarządzanie kapitałem ludzkim. Procesy – narzędzia – aplikacje. Warszawa: PWE. [Google Scholar]
  100. Katz, D. (1960). The Functional Approach to the Study of Attitudes. Public Opinion Quarterly, 24(2): 163–204, http://dx.doi.org/10.1086/266945 [Google Scholar]
  101. Katzenbach, J.R. and Smith, D.K. (1993). The discipline of teams. Harvard Business Review, 71: 111–146. [Google Scholar]
  102. Lembke, S. and Wilson, M.G. (1998). Putting the “team” into teamwork: Alternative theoretical contributions for contemporary management practice. Human Relations, 51(7): 927–945, http://dx.doi.org/10.1023/A:1016951611667 [Google Scholar]
  103. Lipičnik, B. and Mihelič, K.K. (2007). Great expectations? Enterprises expectations about graduate education in the feld of management: Evidence from Slovenia. Journal for East European Management Studies, 12(2): 89–108. [Google Scholar]
  104. Locander, W.B. and Spivey, W.A. (1978). A Functional Approach to Attitude Measurement. Journal of Marketing Research, 15(4): 576–587, http://dx.doi.org/10.2307/3150627 [Google Scholar]
  105. Loughry, M.L., Ohland, M.W. and Woehr, D.J. (2013). Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools. Journal of Marketing Education, 36(1): 5–19, http://dx.doi.org/10.1177/0273475313499023 [Google Scholar]
  106. Machemer, P. and Crawford, P. (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learning in Higher Education, 8(1): 9–30, http://dx.doi.org/0.1177/1469787407074008 [Google Scholar]
  107. Marks, M.B. and O’Connor, A.H. (2013). Understanding Students’ Attitudes About Group Work: What Does This Suggest for Instructor of Business? Journal of Education for Business, 88(3): 147–158, http://dx.doi.org/10.1080/08832323.2012.664579 [Google Scholar]
  108. McCorkle, D.E., Reardon, J., Alexander, J.F., Kling, N.D., Harris, R.C. and Iyer, R.V. (1999). Undergraduate marketing students, group projects, and teamwork: The good, the bad, and the ugly? Journal of Marketing Education, 21(2): 106–117, http://dx.doi.org/10.1177/0273475399212004 [Google Scholar]
  109. Mohr, D.C., Young, G.J. and Burgess Jr, J.F. (2012). Employee turnover and operational performance: The moderating effect of group-oriented organisational culture. Human Resource Management Journal, 22(2): 216–233, http://dx.doi.org/ 10.1111/j.1748-8583.2010.00159.x [Google Scholar]
  110. Mohrman, S.A., Cohen S.G. and Mohramn Jr., A.M. (1995). Designing team-based organizations: New forms for knowledge work. London: Jossey-Bass. [Google Scholar]
  111. Morley, M. and Heraty, N. (1995). The high-performance organization: Developing teamwork where it counts. Management Decision, 33(2): 56–63, http://dx.doi.org/10.1108/00251749510081737 [Google Scholar]
  112. Mullins, L.J. (2013). Management and Organizational Behaviour, 10th ed., London: Pitman Publishing. [Google Scholar]
  113. NACE (National Association of Colleges and Employers) (2013). Job Outlook 2014. Bethlehem: NACE. [Google Scholar]
  114. Pfaff, E. and Huddleston, P. (2003). Does it matters if I hate teamwork? What impacts student attitudes toward teamwork? Journal of Marketing Education, 23(1): 37–45, http://dx.doi.org/10.1177/0273475302250571 [Google Scholar]
  115. Pineda, R.C., Barger, B. and Lerner, L.D. (2009). Exploring differences in student perceptions of teamwork: the case of U.S. and Lithuanian students. Journal of International Business and Cultural Studies, 1: 1–9. [Google Scholar]
  116. Rokeach, M. (1966). Attitude change and behavioral change. Public Opinion Quarterly, 30(4): 529–550, http://dx.doi.org/10.1086/267454 [Google Scholar]
  117. Ruiz Ulloa, B.C. and Adams, S.G. (2004). Attitude toward teamwork and effective teaming. Team Performance Management, 7/8(10): 145–151. [Google Scholar]
  118. Salas, E., Rosen, M.A., Burke, C.S. and Goodwin G.F. (2009). The wisdom of collectiveness in organizations: An update of competencies. In: E. Salas, G.F. Goodwin and C.S. Burke (eds.), Team effectiveness in Complex Organizations: Cross-Disciplinary Perspectives and Approaches. London: Routledge. [Google Scholar]
  119. Schultz, J.L., Wilson, J.R. and Hess, K.C. (2010). Team-based classroom pedagogy reframed: the student perspective. American Journal of Business Education, 3(7): 17–24, http://dx.doi.org/10.19030/ajbe.v3i7.455 [Google Scholar]
  120. Templeton, G.F., Lewis, B.R. and Snyder, C.A. (2002). Development of a Measure for the Organizational Learning Construct. Journal of Management Information Systems, 19(2): 175–218, http://dx.doi.org/10.1080/07421222.2002.11045727 [Google Scholar]
  121. Thompson, D., Anitsal, I. and Barrett, H. (2008). Attitudes toward teamwork in higher education: a comparative study of religiously affliated universities and secular-based universities. In: Allied Academies International Conference. Academy of Educational Leadership. Proceedings, 13(2): 86–98. [Google Scholar]
  122. Warsaw School of Economics (2012). Kompetencje i kwalifkacje poszukiwane przez pracodawców wśród absolwentów szkół wyższych wchodzących na rynek pracy, wyniki badania przeprowadzonego przez Szkołę Główną Handlową, Amerykańską Izbę Handlu w Polsce oraz Ernst & Young. Warsaw, http://frma.sgh.waw.pl/pl/Documents/RKPK_raport_2012.pdf [Google Scholar]
  123. West, M.A. (2012). Effective Teamwork. Practical Lessons from Organizational Research. London: BPS Blackwell [Google Scholar]
  124. Ajzen, I. and Fishbein, M. (1980). Understanding attitudes and predicting social behavior. NJ: Prentice-Hall. [Google Scholar]
  125. Bacon, D.R. (2005). The effect of group projects on content-related learning. Journal of Management Education, 29(2): 248–267, http://dx.doi.org/10.1177/1052562904263729 [Google Scholar]
  126. Becker, S.J. (1984). Empirical validation of affect, behavior, and cognition as distinct components of behaviour. Journal of Personality and Social Psychology, 47(6): 1191–1205. [Google Scholar]
  127. Beigi, M. and Shirmohammadi, M. (2012), Attitudes toward teamwork: are Iranian university students ready for the workplace? Team Performance Management, 18(5/6): 295–311, http://dx.doi.org/10.1108/13527591211251087 [Google Scholar]
  128. Blanchard, K.H., Bowles, S., Carew, D. and Parisi-Carew, E. (2000). High five! The magic of working together. New York: William Morrow. [Google Scholar]
  129. Budnikowski A., Dąbrowski D., Gąsior U. and Macioł, S. (2012). Pracodawcy o poszukiwanych kompetencjach i kwalifkacjach absolwentów uczelni – wyniki badania. E-mentor, 4(46): 4–17. [Google Scholar]
  130. Chapman, K.J. and Van Auken, S. (2001). Creating positive group project experiences: an examination of the role of the instructor on students’ perceptions of group projects. Journal of Marketing Education, 23(2): 117–127, http://dx.doi.org/10.1177/0273475301232005 [Google Scholar]
  131. Cohen S.G. and Bailey, D.E. (1997). What makes teams work: group effectiveness research from the shop floor to the executive suite. Journal of Management, 23(3): 239–290, http://dx.doi.org/10.1177/014920639702300303 [Google Scholar]
  132. Deeter-Schemelz, D.R., Kennedy, K.N. and Ramsey, R.P. (2002). Enriching our understanding of student team effectiveness. Journal of Marketing Education, 24(2): 114–124, http://dx.doi.org/10.1177/0273475302242004 [Google Scholar]
  133. Devine, D.J., Clayton, L. D., Philips, J.L., Dunford, B.B. and Melner, S.B. (1999). Teams in organizations: Prevalence, characteristics, and effectiveness. Small Group Research, 30(6): 678 –711, http://dx.doi.org/10.1177/104649649903000602 [Google Scholar]
  134. Domański, H. (2014). Zaufanie między ludźmi. In: P.B. Sztabiński and F. Sztabiński (eds.), Polska – Europa. Wyniki Europejskiego Sondażu Społecznego. Warsaw: Wyd. IFiS PAN. [Google Scholar]
  135. Hansen, R.S. (2006). Benefts and Problems With Student Teams: Suggestions for Improving Team Projects. Journal of Education for Business, 82(1): 11–19, http://dx.doi.org/10.3200/JOEB.82.1.11-19 [Google Scholar]
  136. Hillyard, C., Gillespie, D. and Littig, P. (2010). University Students’ Attitudes about Learning in Small Groups after Frequent Participation. Active Learning in Higher Education, 11(1): 9–20, http://dx.doi.org/10.1177/1469787409355867 [Google Scholar]
  137. Hobday, M. (2000). The project-based organization: an ideal form for managing complex products and systems? Research Policy, 29(7–8): 871–893, http://dx.doi.org/10.1016/S0048-7333(00)00110-4 [Google Scholar]
  138. Jasińska, M. and Podgórska K. (2015). Między oczekiwaniami a rzeczywistością. Umiejętności miękkie osób wchodzących na rynek pracy. E-mentor, 5(62). [Google Scholar]
  139. Johnson, D.W., Johnson, R.T. and Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1): 15–29, http://dx.doi.org/10.1007/s10648-006-9038-8 [Google Scholar]
  140. Juchnowicz, M. (2014). Postawy pracowników wobec pracy jako składnik potencjału kompetencyjnego. In: M. Juchnowicz, Zarządzanie kapitałem ludzkim. Procesy – narzędzia – aplikacje. Warszawa: PWE. [Google Scholar]
  141. Katz, D. (1960). The Functional Approach to the Study of Attitudes. Public Opinion Quarterly, 24(2): 163–204, http://dx.doi.org/10.1086/266945 [Google Scholar]
  142. Katzenbach, J.R. and Smith, D.K. (1993). The discipline of teams. Harvard Business Review, 71: 111–146. [Google Scholar]
  143. Lembke, S. and Wilson, M.G. (1998). Putting the “team” into teamwork: Alternative theoretical contributions for contemporary management practice. Human Relations, 51(7): 927–945, http://dx.doi.org/10.1023/A:1016951611667 [Google Scholar]
  144. Lipičnik, B. and Mihelič, K.K. (2007). Great expectations? Enterprises expectations about graduate education in the feld of management: Evidence from Slovenia. Journal for East European Management Studies, 12(2): 89–108. [Google Scholar]
  145. Locander, W.B. and Spivey, W.A. (1978). A Functional Approach to Attitude Measurement. Journal of Marketing Research, 15(4): 576–587, http://dx.doi.org/10.2307/3150627 [Google Scholar]
  146. Loughry, M.L., Ohland, M.W. and Woehr, D.J. (2013). Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools. Journal of Marketing Education, 36(1): 5–19, http://dx.doi.org/10.1177/0273475313499023 [Google Scholar]
  147. Machemer, P. and Crawford, P. (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learning in Higher Education, 8(1): 9–30, http://dx.doi.org/0.1177/1469787407074008 [Google Scholar]
  148. Marks, M.B. and O’Connor, A.H. (2013). Understanding Students’ Attitudes About Group Work: What Does This Suggest for Instructor of Business? Journal of Education for Business, 88(3): 147–158, http://dx.doi.org/10.1080/08832323.2012.664579 [Google Scholar]
  149. McCorkle, D.E., Reardon, J., Alexander, J.F., Kling, N.D., Harris, R.C. and Iyer, R.V. (1999). Undergraduate marketing students, group projects, and teamwork: The good, the bad, and the ugly? Journal of Marketing Education, 21(2): 106–117, http://dx.doi.org/10.1177/0273475399212004 [Google Scholar]
  150. Mohr, D.C., Young, G.J. and Burgess Jr, J.F. (2012). Employee turnover and operational performance: The moderating effect of group-oriented organisational culture. Human Resource Management Journal, 22(2): 216–233, http://dx.doi.org/ 10.1111/j.1748-8583.2010.00159.x [Google Scholar]
  151. Mohrman, S.A., Cohen S.G. and Mohramn Jr., A.M. (1995). Designing team-based organizations: New forms for knowledge work. London: Jossey-Bass. [Google Scholar]
  152. Morley, M. and Heraty, N. (1995). The high-performance organization: Developing teamwork where it counts. Management Decision, 33(2): 56–63, http://dx.doi.org/10.1108/00251749510081737 [Google Scholar]
  153. Mullins, L.J. (2013). Management and Organizational Behaviour, 10th ed., London: Pitman Publishing. [Google Scholar]
  154. NACE (National Association of Colleges and Employers) (2013). Job Outlook 2014. Bethlehem: NACE. [Google Scholar]
  155. Pfaff, E. and Huddleston, P. (2003). Does it matters if I hate teamwork? What impacts student attitudes toward teamwork? Journal of Marketing Education, 23(1): 37–45, http://dx.doi.org/10.1177/0273475302250571 [Google Scholar]
  156. Pineda, R.C., Barger, B. and Lerner, L.D. (2009). Exploring differences in student perceptions of teamwork: the case of U.S. and Lithuanian students. Journal of International Business and Cultural Studies, 1: 1–9. [Google Scholar]
  157. Rokeach, M. (1966). Attitude change and behavioral change. Public Opinion Quarterly, 30(4): 529–550, http://dx.doi.org/10.1086/267454 [Google Scholar]
  158. Ruiz Ulloa, B.C. and Adams, S.G. (2004). Attitude toward teamwork and effective teaming. Team Performance Management, 7/8(10): 145–151. [Google Scholar]
  159. Salas, E., Rosen, M.A., Burke, C.S. and Goodwin G.F. (2009). The wisdom of collectiveness in organizations: An update of competencies. In: E. Salas, G.F. Goodwin and C.S. Burke (eds.), Team effectiveness in Complex Organizations: Cross-Disciplinary Perspectives and Approaches. London: Routledge. [Google Scholar]
  160. Schultz, J.L., Wilson, J.R. and Hess, K.C. (2010). Team-based classroom pedagogy reframed: the student perspective. American Journal of Business Education, 3(7): 17–24, http://dx.doi.org/10.19030/ajbe.v3i7.455 [Google Scholar]
  161. Templeton, G.F., Lewis, B.R. and Snyder, C.A. (2002). Development of a Measure for the Organizational Learning Construct. Journal of Management Information Systems, 19(2): 175–218, http://dx.doi.org/10.1080/07421222.2002.11045727 [Google Scholar]
  162. Thompson, D., Anitsal, I. and Barrett, H. (2008). Attitudes toward teamwork in higher education: a comparative study of religiously affliated universities and secular-based universities. In: Allied Academies International Conference. Academy of Educational Leadership. Proceedings, 13(2): 86–98. [Google Scholar]
  163. Warsaw School of Economics (2012). Kompetencje i kwalifkacje poszukiwane przez pracodawców wśród absolwentów szkół wyższych wchodzących na rynek pracy, wyniki badania przeprowadzonego przez Szkołę Główną Handlową, Amerykańską Izbę Handlu w Polsce oraz Ernst & Young. Warsaw, http://frma.sgh.waw.pl/pl/Documents/RKPK_raport_2012.pdf [Google Scholar]
  164. West, M.A. (2012). Effective Teamwork. Practical Lessons from Organizational Research. London: BPS Blackwell [Google Scholar]
  165. Ajzen, I. and Fishbein, M. (1980). Understanding attitudes and predicting social behavior. NJ: Prentice-Hall. [Google Scholar]
  166. Bacon, D.R. (2005). The effect of group projects on content-related learning. Journal of Management Education, 29(2): 248–267, http://dx.doi.org/10.1177/1052562904263729 [Google Scholar]
  167. Becker, S.J. (1984). Empirical validation of affect, behavior, and cognition as distinct components of behaviour. Journal of Personality and Social Psychology, 47(6): 1191–1205. [Google Scholar]
  168. Beigi, M. and Shirmohammadi, M. (2012), Attitudes toward teamwork: are Iranian university students ready for the workplace? Team Performance Management, 18(5/6): 295–311, http://dx.doi.org/10.1108/13527591211251087 [Google Scholar]
  169. Blanchard, K.H., Bowles, S., Carew, D. and Parisi-Carew, E. (2000). High five! The magic of working together. New York: William Morrow. [Google Scholar]
  170. Budnikowski A., Dąbrowski D., Gąsior U. and Macioł, S. (2012). Pracodawcy o poszukiwanych kompetencjach i kwalifkacjach absolwentów uczelni – wyniki badania. E-mentor, 4(46): 4–17. [Google Scholar]
  171. Chapman, K.J. and Van Auken, S. (2001). Creating positive group project experiences: an examination of the role of the instructor on students’ perceptions of group projects. Journal of Marketing Education, 23(2): 117–127, http://dx.doi.org/10.1177/0273475301232005 [Google Scholar]
  172. Cohen S.G. and Bailey, D.E. (1997). What makes teams work: group effectiveness research from the shop floor to the executive suite. Journal of Management, 23(3): 239–290, http://dx.doi.org/10.1177/014920639702300303 [Google Scholar]
  173. Deeter-Schemelz, D.R., Kennedy, K.N. and Ramsey, R.P. (2002). Enriching our understanding of student team effectiveness. Journal of Marketing Education, 24(2): 114–124, http://dx.doi.org/10.1177/0273475302242004 [Google Scholar]
  174. Devine, D.J., Clayton, L. D., Philips, J.L., Dunford, B.B. and Melner, S.B. (1999). Teams in organizations: Prevalence, characteristics, and effectiveness. Small Group Research, 30(6): 678 –711, http://dx.doi.org/10.1177/104649649903000602 [Google Scholar]
  175. Domański, H. (2014). Zaufanie między ludźmi. In: P.B. Sztabiński and F. Sztabiński (eds.), Polska – Europa. Wyniki Europejskiego Sondażu Społecznego. Warsaw: Wyd. IFiS PAN. [Google Scholar]
  176. Hansen, R.S. (2006). Benefts and Problems With Student Teams: Suggestions for Improving Team Projects. Journal of Education for Business, 82(1): 11–19, http://dx.doi.org/10.3200/JOEB.82.1.11-19 [Google Scholar]
  177. Hillyard, C., Gillespie, D. and Littig, P. (2010). University Students’ Attitudes about Learning in Small Groups after Frequent Participation. Active Learning in Higher Education, 11(1): 9–20, http://dx.doi.org/10.1177/1469787409355867 [Google Scholar]
  178. Hobday, M. (2000). The project-based organization: an ideal form for managing complex products and systems? Research Policy, 29(7–8): 871–893, http://dx.doi.org/10.1016/S0048-7333(00)00110-4 [Google Scholar]
  179. Jasińska, M. and Podgórska K. (2015). Między oczekiwaniami a rzeczywistością. Umiejętności miękkie osób wchodzących na rynek pracy. E-mentor, 5(62). [Google Scholar]
  180. Johnson, D.W., Johnson, R.T. and Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1): 15–29, http://dx.doi.org/10.1007/s10648-006-9038-8 [Google Scholar]
  181. Juchnowicz, M. (2014). Postawy pracowników wobec pracy jako składnik potencjału kompetencyjnego. In: M. Juchnowicz, Zarządzanie kapitałem ludzkim. Procesy – narzędzia – aplikacje. Warszawa: PWE. [Google Scholar]
  182. Katz, D. (1960). The Functional Approach to the Study of Attitudes. Public Opinion Quarterly, 24(2): 163–204, http://dx.doi.org/10.1086/266945 [Google Scholar]
  183. Katzenbach, J.R. and Smith, D.K. (1993). The discipline of teams. Harvard Business Review, 71: 111–146. [Google Scholar]
  184. Lembke, S. and Wilson, M.G. (1998). Putting the “team” into teamwork: Alternative theoretical contributions for contemporary management practice. Human Relations, 51(7): 927–945, http://dx.doi.org/10.1023/A:1016951611667 [Google Scholar]
  185. Lipičnik, B. and Mihelič, K.K. (2007). Great expectations? Enterprises expectations about graduate education in the feld of management: Evidence from Slovenia. Journal for East European Management Studies, 12(2): 89–108. [Google Scholar]
  186. Locander, W.B. and Spivey, W.A. (1978). A Functional Approach to Attitude Measurement. Journal of Marketing Research, 15(4): 576–587, http://dx.doi.org/10.2307/3150627 [Google Scholar]
  187. Loughry, M.L., Ohland, M.W. and Woehr, D.J. (2013). Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools. Journal of Marketing Education, 36(1): 5–19, http://dx.doi.org/10.1177/0273475313499023 [Google Scholar]
  188. Machemer, P. and Crawford, P. (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learning in Higher Education, 8(1): 9–30, http://dx.doi.org/0.1177/1469787407074008 [Google Scholar]
  189. Marks, M.B. and O’Connor, A.H. (2013). Understanding Students’ Attitudes About Group Work: What Does This Suggest for Instructor of Business? Journal of Education for Business, 88(3): 147–158, http://dx.doi.org/10.1080/08832323.2012.664579 [Google Scholar]
  190. McCorkle, D.E., Reardon, J., Alexander, J.F., Kling, N.D., Harris, R.C. and Iyer, R.V. (1999). Undergraduate marketing students, group projects, and teamwork: The good, the bad, and the ugly? Journal of Marketing Education, 21(2): 106–117, http://dx.doi.org/10.1177/0273475399212004 [Google Scholar]
  191. Mohr, D.C., Young, G.J. and Burgess Jr, J.F. (2012). Employee turnover and operational performance: The moderating effect of group-oriented organisational culture. Human Resource Management Journal, 22(2): 216–233, http://dx.doi.org/ 10.1111/j.1748-8583.2010.00159.x [Google Scholar]
  192. Mohrman, S.A., Cohen S.G. and Mohramn Jr., A.M. (1995). Designing team-based organizations: New forms for knowledge work. London: Jossey-Bass. [Google Scholar]
  193. Morley, M. and Heraty, N. (1995). The high-performance organization: Developing teamwork where it counts. Management Decision, 33(2): 56–63, http://dx.doi.org/10.1108/00251749510081737 [Google Scholar]
  194. Mullins, L.J. (2013). Management and Organizational Behaviour, 10th ed., London: Pitman Publishing. [Google Scholar]
  195. NACE (National Association of Colleges and Employers) (2013). Job Outlook 2014. Bethlehem: NACE. [Google Scholar]
  196. Pfaff, E. and Huddleston, P. (2003). Does it matters if I hate teamwork? What impacts student attitudes toward teamwork? Journal of Marketing Education, 23(1): 37–45, http://dx.doi.org/10.1177/0273475302250571 [Google Scholar]
  197. Pineda, R.C., Barger, B. and Lerner, L.D. (2009). Exploring differences in student perceptions of teamwork: the case of U.S. and Lithuanian students. Journal of International Business and Cultural Studies, 1: 1–9. [Google Scholar]
  198. Rokeach, M. (1966). Attitude change and behavioral change. Public Opinion Quarterly, 30(4): 529–550, http://dx.doi.org/10.1086/267454 [Google Scholar]
  199. Ruiz Ulloa, B.C. and Adams, S.G. (2004). Attitude toward teamwork and effective teaming. Team Performance Management, 7/8(10): 145–151. [Google Scholar]
  200. Salas, E., Rosen, M.A., Burke, C.S. and Goodwin G.F. (2009). The wisdom of collectiveness in organizations: An update of competencies. In: E. Salas, G.F. Goodwin and C.S. Burke (eds.), Team effectiveness in Complex Organizations: Cross-Disciplinary Perspectives and Approaches. London: Routledge. [Google Scholar]
  201. Schultz, J.L., Wilson, J.R. and Hess, K.C. (2010). Team-based classroom pedagogy reframed: the student perspective. American Journal of Business Education, 3(7): 17–24, http://dx.doi.org/10.19030/ajbe.v3i7.455 [Google Scholar]
  202. Templeton, G.F., Lewis, B.R. and Snyder, C.A. (2002). Development of a Measure for the Organizational Learning Construct. Journal of Management Information Systems, 19(2): 175–218, http://dx.doi.org/10.1080/07421222.2002.11045727 [Google Scholar]
  203. Thompson, D., Anitsal, I. and Barrett, H. (2008). Attitudes toward teamwork in higher education: a comparative study of religiously affliated universities and secular-based universities. In: Allied Academies International Conference. Academy of Educational Leadership. Proceedings, 13(2): 86–98. [Google Scholar]
  204. Warsaw School of Economics (2012). Kompetencje i kwalifkacje poszukiwane przez pracodawców wśród absolwentów szkół wyższych wchodzących na rynek pracy, wyniki badania przeprowadzonego przez Szkołę Główną Handlową, Amerykańską Izbę Handlu w Polsce oraz Ernst & Young. Warsaw, http://frma.sgh.waw.pl/pl/Documents/RKPK_raport_2012.pdf [Google Scholar]
  205. West, M.A. (2012). Effective Teamwork. Practical Lessons from Organizational Research. London: BPS Blackwell [Google Scholar]
  206. Ajzen, I. and Fishbein, M. (1980). Understanding attitudes and predicting social behavior. NJ: Prentice-Hall. [Google Scholar]
  207. Bacon, D.R. (2005). The effect of group projects on content-related learning. Journal of Management Education, 29(2): 248–267, http://dx.doi.org/10.1177/1052562904263729 [Google Scholar]
  208. Becker, S.J. (1984). Empirical validation of affect, behavior, and cognition as distinct components of behaviour. Journal of Personality and Social Psychology, 47(6): 1191–1205. [Google Scholar]
  209. Beigi, M. and Shirmohammadi, M. (2012), Attitudes toward teamwork: are Iranian university students ready for the workplace? Team Performance Management, 18(5/6): 295–311, http://dx.doi.org/10.1108/13527591211251087 [Google Scholar]
  210. Blanchard, K.H., Bowles, S., Carew, D. and Parisi-Carew, E. (2000). High five! The magic of working together. New York: William Morrow. [Google Scholar]
  211. Budnikowski A., Dąbrowski D., Gąsior U. and Macioł, S. (2012). Pracodawcy o poszukiwanych kompetencjach i kwalifkacjach absolwentów uczelni – wyniki badania. E-mentor, 4(46): 4–17. [Google Scholar]
  212. Chapman, K.J. and Van Auken, S. (2001). Creating positive group project experiences: an examination of the role of the instructor on students’ perceptions of group projects. Journal of Marketing Education, 23(2): 117–127, http://dx.doi.org/10.1177/0273475301232005 [Google Scholar]
  213. Cohen S.G. and Bailey, D.E. (1997). What makes teams work: group effectiveness research from the shop floor to the executive suite. Journal of Management, 23(3): 239–290, http://dx.doi.org/10.1177/014920639702300303 [Google Scholar]
  214. Deeter-Schemelz, D.R., Kennedy, K.N. and Ramsey, R.P. (2002). Enriching our understanding of student team effectiveness. Journal of Marketing Education, 24(2): 114–124, http://dx.doi.org/10.1177/0273475302242004 [Google Scholar]
  215. Devine, D.J., Clayton, L. D., Philips, J.L., Dunford, B.B. and Melner, S.B. (1999). Teams in organizations: Prevalence, characteristics, and effectiveness. Small Group Research, 30(6): 678 –711, http://dx.doi.org/10.1177/104649649903000602 [Google Scholar]
  216. Domański, H. (2014). Zaufanie między ludźmi. In: P.B. Sztabiński and F. Sztabiński (eds.), Polska – Europa. Wyniki Europejskiego Sondażu Społecznego. Warsaw: Wyd. IFiS PAN. [Google Scholar]
  217. Hansen, R.S. (2006). Benefts and Problems With Student Teams: Suggestions for Improving Team Projects. Journal of Education for Business, 82(1): 11–19, http://dx.doi.org/10.3200/JOEB.82.1.11-19 [Google Scholar]
  218. Hillyard, C., Gillespie, D. and Littig, P. (2010). University Students’ Attitudes about Learning in Small Groups after Frequent Participation. Active Learning in Higher Education, 11(1): 9–20, http://dx.doi.org/10.1177/1469787409355867 [Google Scholar]
  219. Hobday, M. (2000). The project-based organization: an ideal form for managing complex products and systems? Research Policy, 29(7–8): 871–893, http://dx.doi.org/10.1016/S0048-7333(00)00110-4 [Google Scholar]
  220. Jasińska, M. and Podgórska K. (2015). Między oczekiwaniami a rzeczywistością. Umiejętności miękkie osób wchodzących na rynek pracy. E-mentor, 5(62). [Google Scholar]
  221. Johnson, D.W., Johnson, R.T. and Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1): 15–29, http://dx.doi.org/10.1007/s10648-006-9038-8 [Google Scholar]
  222. Juchnowicz, M. (2014). Postawy pracowników wobec pracy jako składnik potencjału kompetencyjnego. In: M. Juchnowicz, Zarządzanie kapitałem ludzkim. Procesy – narzędzia – aplikacje. Warszawa: PWE. [Google Scholar]
  223. Katz, D. (1960). The Functional Approach to the Study of Attitudes. Public Opinion Quarterly, 24(2): 163–204, http://dx.doi.org/10.1086/266945 [Google Scholar]
  224. Katzenbach, J.R. and Smith, D.K. (1993). The discipline of teams. Harvard Business Review, 71: 111–146. [Google Scholar]
  225. Lembke, S. and Wilson, M.G. (1998). Putting the “team” into teamwork: Alternative theoretical contributions for contemporary management practice. Human Relations, 51(7): 927–945, http://dx.doi.org/10.1023/A:1016951611667 [Google Scholar]
  226. Lipičnik, B. and Mihelič, K.K. (2007). Great expectations? Enterprises expectations about graduate education in the feld of management: Evidence from Slovenia. Journal for East European Management Studies, 12(2): 89–108. [Google Scholar]
  227. Locander, W.B. and Spivey, W.A. (1978). A Functional Approach to Attitude Measurement. Journal of Marketing Research, 15(4): 576–587, http://dx.doi.org/10.2307/3150627 [Google Scholar]
  228. Loughry, M.L., Ohland, M.W. and Woehr, D.J. (2013). Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools. Journal of Marketing Education, 36(1): 5–19, http://dx.doi.org/10.1177/0273475313499023 [Google Scholar]
  229. Machemer, P. and Crawford, P. (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learning in Higher Education, 8(1): 9–30, http://dx.doi.org/0.1177/1469787407074008 [Google Scholar]
  230. Marks, M.B. and O’Connor, A.H. (2013). Understanding Students’ Attitudes About Group Work: What Does This Suggest for Instructor of Business? Journal of Education for Business, 88(3): 147–158, http://dx.doi.org/10.1080/08832323.2012.664579 [Google Scholar]
  231. McCorkle, D.E., Reardon, J., Alexander, J.F., Kling, N.D., Harris, R.C. and Iyer, R.V. (1999). Undergraduate marketing students, group projects, and teamwork: The good, the bad, and the ugly? Journal of Marketing Education, 21(2): 106–117, http://dx.doi.org/10.1177/0273475399212004 [Google Scholar]
  232. Mohr, D.C., Young, G.J. and Burgess Jr, J.F. (2012). Employee turnover and operational performance: The moderating effect of group-oriented organisational culture. Human Resource Management Journal, 22(2): 216–233, http://dx.doi.org/ 10.1111/j.1748-8583.2010.00159.x [Google Scholar]
  233. Mohrman, S.A., Cohen S.G. and Mohramn Jr., A.M. (1995). Designing team-based organizations: New forms for knowledge work. London: Jossey-Bass. [Google Scholar]
  234. Morley, M. and Heraty, N. (1995). The high-performance organization: Developing teamwork where it counts. Management Decision, 33(2): 56–63, http://dx.doi.org/10.1108/00251749510081737 [Google Scholar]
  235. Mullins, L.J. (2013). Management and Organizational Behaviour, 10th ed., London: Pitman Publishing. [Google Scholar]
  236. NACE (National Association of Colleges and Employers) (2013). Job Outlook 2014. Bethlehem: NACE. [Google Scholar]
  237. Pfaff, E. and Huddleston, P. (2003). Does it matters if I hate teamwork? What impacts student attitudes toward teamwork? Journal of Marketing Education, 23(1): 37–45, http://dx.doi.org/10.1177/0273475302250571 [Google Scholar]
  238. Pineda, R.C., Barger, B. and Lerner, L.D. (2009). Exploring differences in student perceptions of teamwork: the case of U.S. and Lithuanian students. Journal of International Business and Cultural Studies, 1: 1–9. [Google Scholar]
  239. Rokeach, M. (1966). Attitude change and behavioral change. Public Opinion Quarterly, 30(4): 529–550, http://dx.doi.org/10.1086/267454 [Google Scholar]
  240. Ruiz Ulloa, B.C. and Adams, S.G. (2004). Attitude toward teamwork and effective teaming. Team Performance Management, 7/8(10): 145–151. [Google Scholar]
  241. Salas, E., Rosen, M.A., Burke, C.S. and Goodwin G.F. (2009). The wisdom of collectiveness in organizations: An update of competencies. In: E. Salas, G.F. Goodwin and C.S. Burke (eds.), Team effectiveness in Complex Organizations: Cross-Disciplinary Perspectives and Approaches. London: Routledge. [Google Scholar]
  242. Schultz, J.L., Wilson, J.R. and Hess, K.C. (2010). Team-based classroom pedagogy reframed: the student perspective. American Journal of Business Education, 3(7): 17–24, http://dx.doi.org/10.19030/ajbe.v3i7.455 [Google Scholar]
  243. Templeton, G.F., Lewis, B.R. and Snyder, C.A. (2002). Development of a Measure for the Organizational Learning Construct. Journal of Management Information Systems, 19(2): 175–218, http://dx.doi.org/10.1080/07421222.2002.11045727 [Google Scholar]
  244. Thompson, D., Anitsal, I. and Barrett, H. (2008). Attitudes toward teamwork in higher education: a comparative study of religiously affliated universities and secular-based universities. In: Allied Academies International Conference. Academy of Educational Leadership. Proceedings, 13(2): 86–98. [Google Scholar]
  245. Warsaw School of Economics (2012). Kompetencje i kwalifkacje poszukiwane przez pracodawców wśród absolwentów szkół wyższych wchodzących na rynek pracy, wyniki badania przeprowadzonego przez Szkołę Główną Handlową, Amerykańską Izbę Handlu w Polsce oraz Ernst & Young. Warsaw, http://frma.sgh.waw.pl/pl/Documents/RKPK_raport_2012.pdf [Google Scholar]
  246. West, M.A. (2012). Effective Teamwork. Practical Lessons from Organizational Research. London: BPS Blackwell [Google Scholar]

Kompletne metadane

Cytowanie zasobu

APA style

Rudawska, Aleksandra (2017). Rudawska, A. . (2017). Students’ Team Project Experiences and Their Attitudes Towards Teamwork. Central European Management Journal, 25(1), 78-97. https://doi.org/10.7206/jmba.ce.2450-7814.190 (Original work published 2017)

MLA style

Rudawska, Aleksandra. Rudawska, A. . „Students’ Team Project Experiences And Their Attitudes Towards Teamwork”. 2017. Central European Management Journal, t. 25, nr 1, 2017, ss. 78-97.

Chicago style

Rudawska, Aleksandra. Rudawska, Aleksandra . „Students’ Team Project Experiences And Their Attitudes Towards Teamwork”. Central European Management Journal, Central European Management Journal, 25, nr 1 (2017): 78-97. doi:10.7206/jmba.ce.2450-7814.190.

Prawa autorskie

copyright info

CC-BY-NC-ND

Podobne artykuły:

Brak podobnych.