Teaching effectiveness need not be reduced despite the ever-increasing emphasis on achieving top-tier research. In my practice of teaching undergraduate and MBA classes, I encourage group-based learning by assigning many assignments (e.g. tutorial exercises, cases, projects) to student groups that normally comprise three to four members. The key to successful group-based learning lies in promoting group learning and discouraging free riders.

I instruct my students to submit group-based written work for grading. During class, I randomly pick a student to represent his/her group and provide answers/explanations. If the student is unable to answer/explain queries, the group as a whole is penalised. Such a system compels students to learn together: better students have the incentive to help weaker group members and peer pressure forces non-performing members to work harder.

Where case/project presentations are concerned, students tend to lack incentive to read or understand the case/project in detail if it is not assigned to everyone in the class, thereby reducing interaction during class time. To overcome such inertia, I carefully structure case studies/presentations/evaluations.

In the scenario of four cases and eight groups for a typical MBA class, I assign one case/project to two groups that need to submit their group reports one week in advance of the presentation date. Their reports are then forwarded to another two groups for evaluation. These evaluation groups receive one report each without knowing before hand whose report they will receive; each evaluation group must provide a written evaluation on the report received within a week, with the submission deadline being on the same date of the case presentation. I assess all case and evaluation reports to provide students with the incentive to do a proper job. I also ask the evaluation groups to assign marks (out of 100) for the reports received, so that students can also learn by thinking from the examiner’s viewpoint. Through this arrangement, all groups actually prepare one case/project and one evaluation report (i.e. effectively two cases/projects). Hence, four out of the eight groups (i.e. half of the class) end up knowing the details of each case/project.

To save time or reduce repetition in presentation as well as provide a fair workload to all groups, the presenting groups are encouraged to communicate with each other after submitting their reports. The groups may choose to present the case/project together by explaining the differences in their approaches and results; or the groups may prepare their presentation materials separately and toss a coin on the presentation day to decide on the spot who will actually present. The group that does not present must provide comments and highlight the differences between its work and those of the presenting group. To help develop communication skills, all members of the presenting group must be involved in the presentation. After the presentation, the evaluation groups are required to contribute by asking questions and providing alternative approaches that they may have. This structure offers a rich environment for the exchange of ideas and encourages student participation.

To promote class involvement, group reports are posted on the course website for all class members to download and review at the same time as when I receive them (i.e. one week in advance). In this manner, groups that have not been assigned a particular case/project can view the reports in advance to help them understand more about the case/project before attending the class. All presenting materials are only due on the date of presentation so that the presenting groups can have more time to prepare. These materials are then posted on the course website for general reference after the formal presentation.

To provide more feedback and for students to learn to accept alternative views and comments, the evaluation reports of each case/project are forwarded to the relevant groups after taking out the names of peers and the marks given. I highlight that all peer comments are not personal and may be wrong, as well as provide my own feedback on each group report.

In addition, group members are encouraged to evaluate the performance of their own group so that free riders can be spotted. Hence, a group-based peer evaluation form is provided on the course website for students to provide their comments and grade the contribution of his/her group members in the strictest confidence.