This paper examines student experiences and perceptions of two models of
team-teaching employed at a regional Australian university to teach a large
undergraduate marketing subject. The two team-teaching models adopted
for use in this subject can be characterised by the large number of team
members (ten and six) and the relatively low level of team involvement in
the planning and administration of the team-teaching process. The paper
examines students’ experiences in an effort to identify the strengths and
weaknesses of the team-teaching approach from the students’ perspective.
This paper contributes to our knowledge of teaching practice by identifying,
amongst other things, aspects of the team-teaching approach that both
facilitate and hinder student learning. Data for this study was collected on
each teaching model through two identical surveys. In total, data was
collected from 440 student responses. Despite the relatively weak forms of
team-teaching adopted to teach this subject, the majority of the students
liked the concept of team-teaching. The findings in this study suggest that
team-teaching can facilitate student learning through the generation of
interest and exposure to ‘experts’, but can hinder student learning if the
team fails to act as a cohesive unit and work together to adequately link
learning concepts. This study also argues that the most critical factor in
determining the success or failure of a team-teaching effort is the actual
composition of the team. A key implication of this study is that a team that
comprises of ‘good teachers’ (perceived as those skilful in teaching large
classes) is far more important than a team comprising of ‘experts’ in
different knowledge areas. This aspect of team-teaching is often
overlooked in the literature.
