The problem was quickly identified. When Mirjam Suter, 27, started the marketing specialist course at KV Aarau in 2008, she already knew that accounting would be a tough nut to crack. Although the trained polygraphist was able to enter the demanding course with a broad background in the world of graphic design, the overwhelming majority of the initial class of 20 at KV Aarau had a commercial background and therefore a better basis for the world of debits and credits. "When I started," says the Aargau native, "I had the feeling that I could stick with the subject if I put my mind to it. But then I realized that wouldn't be enough."
Today, she attributes the fact that Suter still managed to pass the exam to one fact in particular: "The fact that I had also prepared for the exam in a study group in private." Together with two fellow students, they usually met once a week - less at the beginning of the course and more towards the end - and often discussed marketing concepts, compared corrected work or looked at solutions. In the final stretch before the exam, we also quizzed each other on the exam material. Even though it is sometimes said in schools that privately formed study groups are viewed by the rest of the class as a kind of clandestine secret society, this was not a problem at all at KV Aarau. For one simple reason: "Practically everyone in our class had organized themselves into study groups."
Half-knowledge can incite
The popularity of this "learning by teamwork" is not only evident in the class that Mirjam Suter was in. "Learning groups are very widespread," says Rolf R. Eicher, who has been in charge of all marketing/sales courses at the KV Aarau adult education commercial college since 1995: "Around three quarters of all students organize themselves in learning groups." From his experience - Eicher has probably accompanied an estimated 2,000 marketing talents over the years - learning in a group is a real success factor: "The chances of passing the exam in this way increase by 50 percent compared to going it alone." This is also because most marketing disciplines are not about a digital right/wrong, but usually lead to several paths to the goal: "In the group, you train the diversity of variants, can discuss different scenarios, get to know other tactics and acquire the routine that is needed especially when solving case studies."
Eicher does not see the danger of half-knowledge spreading in a private group - on the contrary: "If uncertainties and questions arise, this usually spurs students on to approach the lecturer with these ambiguities straight away." The formation of private study groups is a matter for the students. But the project is also pushed by the school management: "We definitely recommend forming private study groups. If you get involved in a study group, you help to achieve that often crucial little bit better and therefore still pass the exam." In fact, statistics show that many exams are only narrowly failed, with an average grade of 3.9, for example, or because three unsatisfactory grades were achieved instead of the permitted two. If you tackle a personal problem subject in the group and can turn it around from red to green, you dramatically increase your chances of passing the exam.
Geography, background, age
What makes a good learning group? Of course, there are the basics, a certain level of sympathy among the private learners is a prerequisite, and geographical proximity is also desirable so that the individual members do not have to plan hours of travel to and from work. "Additional success," says Eicher, "can be achieved if the participants in the learning groups come from different industries, which broadens the thematic background." What the education professional notices: "As a rule, it tends to be women who cram in learning groups; lone wolves are even more common among men."
Mirjam Suter's women's group was diverse in terms of industries. In addition to her expertise from the graphic design sector, she also had the knowledge of a colleague from the ribbon weaving industry, while the third lady in the group contributed know-how from the shopfitting sector. It was also a good thing that Suter often had professional contact with customers from the automotive industry - because case studies are often devised from this sector. Mixed-age learning groups can also bring further benefits on the way to the summit. "That wasn't the case for us," says Suter, "but it could certainly be helpful if people with different experiences take part."
Of course, anyone who wants to work in study groups in addition to their professional, private and school life has to keep motivating themselves. Mirjam Suter, who is now responsible for event coordination/communication on the board of the Aargau/Solothurn Headline Communications Club alongside her job in marketing at Möbel Hubacher AG, often scheduled the study group sessions on Saturdays: "We had school until midday and then added one or two private sessions. But then we also met up during the week, in the evenings, alternately at home with one of our fellow students. But there is also an end to this, says Suter: "In my opinion, it makes less sense to have more than one meeting a week in the study group, because you often have a busy professional life alongside school and also want to maintain your private environment. In her case, however, the former study group is now also part of her private environment: "It has resulted in a close friendship."
Together with her friends Dominique Cerullo and Milena Hunziker, Mirjam Suter reached the summit. They had all passed. Not even accounting could change that for the graphics specialist. Learning in a group had saved Suter from getting into trouble. She also toasted this achievement with her friends from the study group at the marketing specialist graduation ceremony in the Kursaal Bern in summer 2009.
Mirjam Suter.