A Students’ Preferences-Based Approach to Select Methods for Detecting and Handling Free-Riding

Else Marie van den Herik, Tim M. Benning*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

3 Citations (Scopus)

Abstract

Free-riding is a serious challenge in group projects. While there are various methods to reduce free-riding, marketing educators still face a difficult task when selecting an appropriate method for their course. In this study, we propose a students’ preferences-based approach that supports marketing educators with the selection of methods to detect and handle free-riding. To measure these preferences, students completed an online survey based on a choice task about two methods to detect free-riding and a ranking task about four methods to handle free-riding (n = 254). Their answers were analyzed using chi-squared tests, Borda scores, and rank-ordered logit models. The results show that (a) neither Dutch nor international students have a clear preference for one of the two detection methods (the reporting system vs. the process evaluation system), (b) grade discussion (a possible reduction of the free-rider’s grade based on a conversation with the course coordinator about each student’s contribution) is the most preferred method to handle free-riding, and (c) international students have a stronger preference for stricter handling methods. Marketing educators can apply the proposed approach, or use our specific findings, for designing methods to reduce free-riding in their courses.

Original languageEnglish
Pages (from-to)233-243
Number of pages11
JournalJournal of Marketing Education
Volume43
Issue number2
DOIs
Publication statusPublished - Aug 2021

Bibliographical note

Funding Information:
The authors would like to thank Bas Karreman, Teresa Bago d’Uva, and Max Coveney for recommendations regarding the survey and Aurelien Baillon for his helpful feedback on an earlier version of the article. Furthermore, the authors would like to thank the editor and the three anonymous reviewers for their constructive feedback. The author(s) received no financial support for the research, authorship, and/or publication of this article.

Publisher Copyright:
© The Author(s) 2021.

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