This article reports on a qualitative study of marketing students working in teams over a single semester. The literature on higher education is introduced, and its focus on deep approaches to and outcomes of learning is emphasized. Findings provide descriptions of the struggle for control in student teams, the ineffective ways that social loafers are dealt with, the problems students experience in giving honest feedback to group members, and the possibilities for developing deep level understanding. Recommendations are made for teaching practice in marketing education.
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