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

dc.contributor.authorChan, Christopher C.A.
dc.contributor.authorScott-Ladd, Brenda
dc.date.accessioned2010-11-19T16:26:23Z
dc.date.available2010-11-19T16:26:23Z
dc.date.issued2008
dc.description.abstractThis 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.en
dc.identifier.citationScott-Ladd, B. and Chan, C.C.A.(2008).Using action research to teach students to manage team learning and improve teamwork satisfaction. Active Learning in Higher Education, 9(3), 231-248.en
dc.identifier.urihttp://hdl.handle.net/10315/6245
dc.identifier.urihttps://doi.org/10.1177/1469787408095848
dc.language.isoenen
dc.publisherSAGEen
dc.rights.articlehttp://alh.sagepub.com/content/9/3/231.shorten
dc.subjectCollectivismen
dc.subjectAction researchen
dc.subjectTeamworken
dc.subjectConflict managementen
dc.titleUsing action research to teach students to manage team learning and improve teamwork satisfactionen
dc.typeArticleen

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