Using action research to teach students to manage team learning and improve teamwork satisfaction Export

@article{ScottLadd_2008_using, abstract = {This article reports on a study investigating strategies that students can use to develop skills in managing team learning. Two groups of second-year management students participated in a semester-long action research project over two semesters. The students were educated on team development, team processes and conflict management and how to review and enhance team development. Teaching staff supported the approach and students were regularly encouraged to reflect on and learn about how their behaviour contributed to team effectiveness. This approach encouraged student participation and ownership as well as early intervention if problems arose. Findings suggest that when students are taught to manage the processes of teamwork and take greater ownership of managing conflict and team relations they report less conflict and less social loafing and are more satisfied with their learning outcomes. 10.1177/1469787408095848}, author = {Scott-Ladd, Brenda and Chan, Christopher C. A.}, citeulike-article-id = {6053457}, citeulike-linkout-0 = {http://dx.doi.org/10.1177/1469787408095848}, citeulike-linkout-1 = {http://alh.sagepub.com/content/9/3/231.abstract}, citeulike-linkout-2 = {http://alh.sagepub.com/content/9/3/231.full.pdf}, day = {1}, doi = {10.1177/1469787408095848}, journal = {Active Learning in Higher Education}, keywords = {collaboration, education, project-management, team-processes}, month = {November}, number = {3}, pages = {231--248}, posted-at = {2009-11-01 11:56:00}, priority = {0}, title = {Using action research to teach students to manage team learning and improve teamwork satisfaction}, url = {http://dx.doi.org/10.1177/1469787408095848}, volume = {9}, year = {2008} }

TY - JOUR ID - ScottLadd_2008_using L3 - citeulike-article-id:6053457 N2 - This article reports on a study investigating strategies that students can use to develop skills in managing team learning. Two groups of second-year management students participated in a semester-long action research project over two semesters. The students were educated on team development, team processes and conflict management and how to review and enhance team development. Teaching staff supported the approach and students were regularly encouraged to reflect on and learn about how their behaviour contributed to team effectiveness. This approach encouraged student participation and ownership as well as early intervention if problems arose. Findings suggest that when students are taught to manage the processes of teamwork and take greater ownership of managing conflict and team relations they report less conflict and less social loafing and are more satisfied with their learning outcomes. 10.1177/1469787408095848 IS - 3 JF - Active Learning in Higher Education EP - 248 TI - Using action research to teach students to manage team learning and improve teamwork satisfaction VL - 9 SP - 231 KW - collaboration KW - education KW - project-management KW - team-processes AU - Scott-Ladd, Brenda AU - Chan, Christopher PY - 2008/11/01/ UR - http://dx.doi.org/10.1177/1469787408095848 ER -