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Student Teams (student + team)
Selected AbstractsReengineering Academic Teams Toward a Network Organizational Structure,DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2007Emmanouil Kaldis ABSTRACT This article examines student teamwork in the academic field from a structural perspective. Student teams are often prearranged and then left to organize themselves and get on with their work, without any further structural support; this, however, can become a negative experience on teamwork. A varied contribution among team members often occurs and unavoidably leads to friction and reduced performance. The aim of this project is to explore the main problems in academic teamwork and investigate tools that provide relevant solutions. We present the concept of network organizational structure and discuss how this can improve collaboration and communication. The main tools to achieve a structural transformation from the more traditional form of team organization to the fairer network form, and their implications are discussed. [source] Effects of cooperative and competitive incentives on agility, quality, and speed in an experimental settingHUMAN FACTORS AND ERGONOMICS IN MANUFACTURING & SERVICE INDUSTRIES, Issue 4 2004Charlene A. Yauch Inter- and intraorganizational cooperation have been identified as essential characteristics of agile manufacturing. For this research, agility was compared using two experimental treatments: cooperative versus competitive. Student teams performed a task and were confronted with random changes to simulate a dynamic environment. Although differences were not statistically significant, the results show that cooperative incentives do not result in greater agility. Speed also decreased with cooperative incentives but quality improved. The experiment provides a preliminary understanding of how competition, cooperation, and agility interrelate and suggest that intra-organizational cooperation may not be the best means of achieving manufacturing agility. © 2004 Wiley Periodicals, Inc. Hum Factors Man 14: 403,413, 2004. [source] `It teaches you what to expect in future,': interprofessional learning on a training ward for medical, nursing, occupational therapy and physiotherapy studentsMEDICAL EDUCATION, Issue 4 2002Scott Reeves Aim This paper presents findings from a multimethod evaluation of an interprofessional training ward placement for medical, nursing, occupational therapy and physiotherapy students. Context Unique in the UK, and following the pioneering work at Linköping, the training ward allowed senior pre-qualification students, under the supervision of practitioners, to plan and deliver interprofessional care for a group of orthopaedic and rheumatology patients. This responsibility enabled students to develop profession-specific skills and competencies in dealing with patients. It also allowed them to enhance their teamworking skills in an interprofessional environment. Student teams were supported by facilitators who ensured medical care was optimal, led reflective sessions and facilitated students' problem solving. Methods Data were collected from all groups of participants involved in the ward: students, facilitators and patients. Methods included questionnaires, interviews and observations. Results and discussion Findings are presented from each participating group, with a particular emphasis placed on the perspective of medicine. The study found that students valued highly the experiential learning they received on the ward and felt the ward prepared them more effectively for future practice. However, many encountered difficulties adopting an autonomous learning style during their placement. Despite enjoying their work on the ward, facilitators were concerned that the demands of their role could result in `burn-out'. Patients enjoyed their ward experience and scored higher on a range of satisfaction indicators than a comparative group of patients. Conclusions Participants were generally positive about the training ward. All considered that it was a worthwhile experience and felt the ward should recommence in the near future. [source] University of San Diego palynological investigation of the Dos Cabezas giantsINTERNATIONAL JOURNAL OF OSTEOARCHAEOLOGY, Issue 5 2003P. S. Geyer Abstract Beginning in 1999, coprolite soil samples were collected from the skeletal remains of Moche giants excavated at the archaeological site of Dos Cabezas, northern Peru. In 2000, a pilot palynological study was undertaken to ascertain if pollen was recoverable from them. The results of this study encouraged us to form a student team to continue the laboratory research. It was also decided to sample as many of the excavated skeletal remains from the giants' tombs as possible. Following the 2001 field season a palynological study was performed on the three individuals (one adult giant and two children) recovered from Tomb 3 in 1999. Pollen was extracted and analysed. The combined results of this archaeobotanical study are significant and in one instance have led us into insights into the possible causes of death of these three contemporaneous internments. This report represents only the preliminary results of this ongoing research. Copyright © 2003 John Wiley & Sons, Ltd. [source] Teaching the Fuzzy Front End of Innovation: Experimenting with Team Learning and Cross-Organizational IntegrationCREATIVITY AND INNOVATION MANAGEMENT, Issue 3 2009Miia Martinsuo How can the extremely uncertain front end of innovation , managing the fuzzy front end , be taught to graduate students? This paper describes and analyses experiments with experiential, problem-based learning focused on the front end of innovation. The focus is on the learning and cross-organizational integration of student teams; factors that have been identified as central to the success of teams involved in the front end of innovation. An experiential course, ,From an idea to a business plan in product development', was developed in conjunction with an actual company, and piloted with four student groups in 2007 and 2008. Data on this novel course were collected through participant observation, team self-assessment and questionnaires. This paper reports favourable results for the effectiveness of the course design; it discusses the impact of team size and cross-organizational team composition on team performance; and identifies the implications for teaching the front end of innovation. [source] Structuring the Classroom for Performance: Cooperative Learning with Instructor-Assigned Teams*DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2003Gary D. Koppenhaver ABSTRACT The main concern is a longstanding one in classroom instruction,the determinants of effective team performance. The paper explicitly examines the effect of teacher-controlled factors on the use and functioning of student teams. From a sample of 500 undergraduate students, data are obtained on aptitude, diversity, instability, motivation, personality style, size, and performance. The regression results suggest that team motivation and instability, which are both partly controlled by the instructor, are particularly important in determining a team's performance. An implication is that instructor decisions about team make-up and incentives can have a significant impact on student achievement. [source] Personality and team performance: a meta-analysis,EUROPEAN JOURNAL OF PERSONALITY, Issue 5 2006Miranda A. G. Peeters Abstract Using a meta-analytical procedure, the relationship between team composition in terms of the Big-Five personality traits (trait elevation and variability) and team performance were researched. The number of teams upon which analyses were performed ranged from 106 to 527. For the total sample, significant effects were found for elevation in agreeableness (,,=,0.24) and conscientiousness (,,=,0.20), and for variability in agreeableness (,,=,,0.12) and conscientiousness (,,=,,0.24). Moderation by type of team was tested for professional teams versus student teams. Moderation results for agreeableness and conscientiousness were in line with the total sample results. However, student and professional teams differed in effects for emotional stability and openness to experience. Based on these results, suggestions for future team composition research are presented. Copyright © 2006 John Wiley & Sons, Ltd. [source] The Google Online Marketing Challenge: A multi-disciplinary global teaching and learning initiative using sponsored searchPROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2008Bernard J. (Jim) Jansen Facilitator, Panelist Sponsored search is an innovative information searching paradigm. This panel will discuss a vehicle to explore this unique medium as an educational opportunity for students and professors. From February to May 2008, Google ran its first ever student competition in sponsored search, The Google Online Marketing Challenge (http://www.google.com/onlinechallenge/). Similar to other Google initiatives, the extent seems huge. Based on registrations from 61 countries, 629 courses from 468 universities participated, fielding 4,317 student teams of approximately 21,585 total students. The Challenge may be the largest, worldwide educational course ever done. It is certainly on an extremely large scale. [source] | ||||||||||