Team Learning: a Potential Solution To the Problems of Large Classes

Colleges of business administration have faced several serious problems in the past few years: unprecedented enrollment increases coupled with limited financial resources; reduced availability of PhD students and graduates to serve as classroom teachers; and accreditation restrictions on the number of credit hours that can be taught by graduate faculty. In attempting to cope with these problems, many insti-tutions have been forced to substantially increase class sizes to capitalize on the economies of scale. Unfortun-ately, this move to larger classes has often led to changes in both the instructional strategies that are employed and the content of the courses that are being taught. For example, the great majority of large classes are taught by the lecture method and student