From the classroom to the boardroom: Team development interventions by faculty in student teams

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dc.contributor.authorHorn, Dewaynna
dc.contributor.authorFlanagan, Jennifer
dc.contributor.authorYoung, Margaret A.
dc.creator.orcidhttps://orcid.org/0000-0001-9027-2613
dc.date.accessioned2022-09-26T15:21:35Z
dc.date.available2022-09-26T15:21:35Z
dc.date.issued2021
dc.descriptionArticle originally published in the Journal of Organizational Behavior Education, 14, 163–182. English. Published online 2021. https://www.neilsonjournals.com/JOBE/abstractjobe14flanaganetal.html
dc.descriptionAuthors may post Promo versions of articles on their institutions' repositories and any open online databases for scholarly articles. Authors may not post full text Author final versions, or any other copyrighted full text versions, on open online databases. This is to protect the integrity of our subscribers.
dc.descriptionTWU is granted a licence to use this version for the institutional repository only. Apart from this licenced copy, none of the material protected by the copyright notice can be reproduced or used in any form either electronic or mechanical, including photocopying, recording or by any other information recording or retrieval system, without prior written permission from the owner(s) of the copyright. For multiple copy orders and reprint permissions contact the JOBE Publishing Editor, pneilson@neilsonjournals.com. All rights reserved. © 2021 NeilsonJournals Publishing.
dc.description.abstractTeamwork is a part of not only the classroom but also the workplace, and team development and team learning are key components to team success. A student’s meaningful team experience in the classroom informs their ability to later succeed in team environments in a professional setting. This study examines student perceptions of faculty efforts to develop teams and how they impact team cohesion, team interdependence, team conflict, and ultimately team satisfaction. The researchers also analyzed psychological safety as a moderator of team development and offer several tips for instructors to facilitate student teamwork in classrooms.en_US
dc.identifier.citationThis is a promo version of an article that is available at https://www.neilsonjournals.com/JOBE/abstractjobe14flanaganetal.html. Recommended citation: Horn, D., Flanagan, J. L., & Young, M. A. (2021). From the classroom to the boardroom: Team development interventions by faculty in student teams. Journal of Organizational Behavior Education, 14, 163–182. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://hdl.handle.net/11274/14024
dc.identifier.urihttps://www.neilsonjournals.com/JOBE/abstractjobe14flanaganetal.html
dc.language.isoen_USen_US
dc.publisherNeilsonJournals Publishingen_US
dc.subjectBusinessen_US
dc.subjectEducationen_US
dc.subjectGroupsen_US
dc.subjectProjectsen_US
dc.subjectTeamsen_US
dc.titleFrom the classroom to the boardroom: Team development interventions by faculty in student teamsen_US
dc.typeArticleen_US

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