Continuous Improvement in e-Teams for Collaborative Marketing Planning

Continuous Improvement in e-Teams for Collaborative Marketing Planning

Tania von der Heidt (Southern Cross University, Australia)
DOI: 10.4018/978-1-4666-4062-7.ch010
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Academics are charged with continuous and evidence-based curriculum improvement in a move toward more learner-centred teaching and assessment, whereby information and communication technologies increasingly facilitate this call. This chapter looks at technology enhanced teaching and learning in a university curriculum innovation. A major collaborative marketing plan assessment was designed to be undertaken in virtual or eteams in a compulsory first-year Marketing unit within a Bachelor of Business course. Using the Plan-Do-Study-Act improvement cycle, the efficacy of teamwork is evaluated for two successive delivery periods in 2011. Improvements to the eteam design are identified and implemented. It is found that external students can successfully conceptualise new products and develop marketing plans in a fully online learning environment. Further, with the improved eteam design, initial results suggest that teamwork is shifting from simply cooperative to genuinely collaborative.
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The idea to enhance student learning is usually the start of the scholarship of teaching and learning (SoTL), which is a process that unfolds over time (Trigwell, 2012). A widely used method for continuous process improvement, such as curriculum development, is the Plan-Do-Study-Act (PDSA) model for improvement shown in Figure 1. Originally developed by Shewhart (1939) as a ‘dynamic scientific process of acquiring knowledge’, it was modified by Deming (2000) into what is known as the PDSA cycle used to obtain knowledge, develop changes, test changes, and to implement changes. This basic theoretical framework guided the curriculum innovation and evaluation process in relation to eteams, as is detailed later in this chapter.

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