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A team member might exert little effort and exploit teammates’ work (free riding), which can discourage their efforts. The purpose of this paper is to examine whether free riding devalues team projects and whether an online assessment system for individual scores (OASIS) system can reduce student perceptions of free riding and its harmful effects. OASIS includes: contractual commitment, team discussion, median peer assessment of each member’s contribution, assessment revision opportunities, conditional teacher participation and final appeal.

University students (238 in India and 60 in Hong Kong) completed pre-and post-surveys.

Students who valued team projects more than others experienced fewer past free riders, viewed team members as contributing equally, or viewed free riding as harming fair grading. After OASIS, these students reported that only 3 percent of their teammates were free riders, and were less likely to perceive that free riders had harmed them or hindered fair grading. Results did not differ across gender or regions.

These data are correlational rather than longitudinal, and hence cannot determine causality.

The OASIS system requires a computer.

This is the first study to test a system for reducing free riders across countries.

As group work is becoming more common in the classroom, teamwork as an andragogical tool continues to be problematic for students in management programs. The purpose of this paper is to determine how university students perceive teamwork and to identify teamwork problems along with potential solutions.

A triangulation mixed-methods approach was used. In study 1, qualitative data were gathered from a focus group comprising nine students. In study 2, quantitative data were gathered from an online survey completed by 127 students.

The data were analyzed using content analysis and ordinary least squares regression. The results indicated that free-rider experiences and peer evaluation are two key areas in determining dissatisfaction with teamwork. Teamwork challenges may be addressed via knowledgeable team leaders who balance task and relationship styles, equitable workloads, smaller team sizes, anonymous peer evaluations and the effective use of technology.

The findings are valuable to educators at tertiary-level institutions who utilize teamwork as an andragogical tool.

This study was designed to deepen understanding of university students' dissatisfaction with teamwork in Trinidad and Tobago and provide andragogical improvements that can be implemented to enhance the students' teamwork experience.

The purpose of this study is to investigate the determinants of breakaway success in road cycling races.

Descriptive statistics were computed, and a logit model of breakaway success was estimated based on a new kind of statistical data describing the development of each of the 268 breakaways that occurred in the 76 regular stages of the Tour de France 2013 to 2016.

Breakaway success partly depends on the physics of cycling: breakaways are more successful when the stage is hilly or in mountain than flat. In addition, the likelihood of breakaway success depends on strategic moves such as attack timing and the percentage of riders with a teammate in the breakaway.

Understanding why certain breakaways succeed and others do not is useful to comprehend cycling performance and to help coopetitive temporary organizational forms such as breakaways optimize their strategic behavior. A limitation is the focus on the Tour de France only.

The present study adds to the literature on temporary organizational forms, coopetition and cycling performance by analyzing within-stage data in cycling and, as such, enabling to capture its strategic dimension.

Since the 1950s, Ocean Spray cranberry growers have typically seen themselves in terms of their membership in the Ocean Spray cooperative rather than as cranberry growers. This association with the cooperative is so powerful that both members and independents alike believe that without Ocean Spray, the cranberry industry would not exist as it does today. Yet, as a way to recoup the losses resulting from the recent cranberry glut, some member-growers have proposed selling the cooperative. Although the sale would have generated a large sum of money for them, growers voted overwhelmingly against it. In order to understand why growers identify so closely with the cooperative, this paper intends to demonstrate how Ocean Spray’s influence transcended its role as a marketing cooperative to that of a significant social institution.

Through an empirical analysis of a consumption community, the purpose of this paper is to demonstrate that the theories of gift-giving, sharing and commodity exchange should not be kept separated but integrated into a unifying model.

The paper provides new evidence about Bookcrossing.com, whose members share and give books as gifts; that is, physical goods rather than digital ones as in most of the communities considered in the literature. This community is analysed with qualitative tools, such as netnography, personal interviews and participant observation.

The main result of the analysis of Bookcrossing is that gift-giving is not the only process responsible for value creation and distribution in consumption communities: sharing and commodity exchange also play a role. Furthermore, the paper provides new evidence about aspects of gift-giving and sharing that have received limited attention in the literature: collective reciprocity and anonymous sharing.

The limitations are related to the intrinsic properties of the methods employed (netnography, personal interviews and participant observation) and to the paper, which analyses only one community and one product category. The implications refer to the role of gift-giving in consumption communities and its relationships with other processes: consumer gift systems are not only gifting platforms, but they and the elements of sharing and commodity exchange need to be integrated.

The empirical evidence and implications matter for the organisation and management of collaborative consumption platforms and the way in which traditional business models could and should interact with these platforms in an increasing number of businesses.

The paper adds new evidence of and original insights into gift-giving and collective forms of exchange. Moreover, it provides managerial implications of the analysed community for the book publishing industry.

Contends that in addition to the role of leadership as a fundamental organizational competence, leadership may be defined in terms of vision and shared values. Vision is conceptualized in holistic terms. Defines vision as an imagined or perceived but consistent pattern of communal possibilities to which others can be drawn, and whose values they will wish to share. Explains visionary leadership and analyses implementation within the context of social architecture and trust. Describes Collins and Porras’ (1996) analysis of the visionary company. Concludes with a summary of Hickman’s (1992) analysis of the relationship between the visionary capacity of the leader, and the practical implementation approach of the manager, as the two opposite ends of a spectrum. Concludes that a basic holistic objective should be to blend strong visionary leadership with effective management into one integrated whole, in which the strengths of both combine synergistically to the advantage of the enterprise.

Self‐ and peer assessment has proved effective in promoting the development of teamwork and other professional skills in undergraduate students. However, in previous research approximately 30 percent of students reported that its use produced no perceived improvement in their teamwork experience. It was hypothesised that a significant number of these students were probably members of a team that would have functioned well without self‐ and peer assessment and hence the process did not improve their teamwork experience. This paper aims to report the testing of this hypothesis.

The paper reviews some of the literature on self‐ and peer assessment, outlines the online self‐ and peer assessment tool SPARK^PLUS, and analyses the results of a post‐subject survey of students in a large multi‐disciplinary engineering design subject.

It was found that students who were neutral as to whether self‐ and peer assessment improved their teamwork experience cannot be assumed to be members of well‐functioning teams.

To increase the benefits for all students it is recommended that self‐ and peer assessment focuses on collaborative peer learning, not just assessment of team contributions. Furthermore, it is recommended that feedback sessions be focused on learning not just assessment outcomes and graduate attribute development should be recorded and tracked by linking development to categories required for professional accreditation.

As a way of focusing curriculum development and learning outcomes universities have introduced graduate attributes, which their students should develop during their degree course. Some of these attributes are discipline‐specific, others are generic to all professions. The development of these attributes can be promoted by the careful use of self‐ and peer assessment. The authors have previously reported using the self‐ and peer assessment software tool SPARK in various contexts to facilitate opportunities to practise, develop, assess and provide feedback on these attributes. This research and that of the other developers identified the need to extend the features of SPARK, to increase its flexibility and capacity to provide feedback. This paper seeks to report the results of the initial trials to investigate the potential of these new features to improve learning outcomes.

The paper reviews some of the key literature with regard to self‐ and peer assessment, discusses the main aspects of the original online self‐ and peer assessment tool SPARK and the new version SPARK^PLUS, reports and analyses the results of a series of student surveys to investigate whether the new features and applications of the tool have improved the learning outcomes in a large multi‐disciplinary Engineering Design subject.

It was found that using self‐ and peer assessment in conjunction with collaborative peer learning activities increased the benefits to students and improved engagement. Furthermore it was found that the new features available in SPARK^PLUS facilitated efficient implementation of additional self‐ and peer assessment processes (assessment of individual work and benchmarking exercises) and improved learning outcomes. The trials demonstrated that the tool assisted in improving students' engagement with and learning from peer learning exercises, the collection and distribution of feedback and helping them to identify their individual strengths and weaknesses.

SPARK^PLUS facilitates the efficient management of self‐ and peer assessment processes even in large classes, allowing assessments to be run multiple times a semester without an excessive burden for the coordinating academic. While SPARK^PLUS has enormous potential to provide significant benefits to both students and academics, it is necessary to caution that, although a powerful tool, its successful use requires thoughtful and reflective application combined with good assessment design.

It was found that the new features available in SPARK^PLUS efficiently facilitated the development of new self‐ and peer assessment processes (assessment of individual work and benchmarking exercises) and improved learning outcomes.