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Journal of Management Education
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Permanent or Temporary Classroom Groups: A Field Study

Lawrence E. Zeff

University of Detroit Mercy, zeffl{at}udmercy.edu

Mary A. Higby

University of Detroit Mercy

Larry J. Bossman, Jr.

University of Detroit Mercy

Interviews of graduate and undergraduate students and faculty members at several urban universities were conducted during a 3-year period. The results suggest differences in satisfaction and performance with respect to temporary versus permanent groups and groups versus teams. Possible explanations for these differences are provided. The article discusses types of projects for which permanent and temporary groups will be effective. Findings also suggest the need for increased training of faculty in creating appropriate classroom environments and projects. Areas of additional training necessary for students include group dynamics and leadership requirements to supplement course concepts.

Key Words: groups • teams • course assignments • faculty training • student learning

Journal of Management Education, Vol. 30, No. 4, 528-541 (2006)
DOI: 10.1177/1052562905280778
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