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1.
M. T. Oladiran J. Uziak M. Eisenberg C. Scheffer 《European Journal of Engineering Education》2011,36(2):173-186
Engineering graduates are expected to possess various competencies categorised into hard and soft skills. The hard skills are acquired through specific coursework, but the soft skills are often treated perfunctorily. Global Engineering Teams (GET) is a programme that promotes project-oriented tasks in virtual student teams working in collaboration with industry partners. Teamwork is a major success factor for GET as students always work in groups of varying sizes. A questionnaire-based survey of the 2008 cohort of GET students was conducted to assess teamwork, communication and conflict resolution among group members. The results confirmed that deliverables are readily achieved in teams and communication was open. A challenge of using virtual teams is the availability of high-speed Internet access. The GET programme shows that it is possible to deliver engineering design and manufacturing via industry/university collaboration. The programme also facilitates multidisciplinary teamwork at an international level. 相似文献
2.
周静涵 《南昌教育学院学报》2012,(8):59-60,90
团队教育是高校素质教育中的重要组成。大学生在团队实践时遇到的合作问题并非由学生自身造成,而和中国文化有很大关系。学生在进行团队合作训练时实际上体验着一种和中国文化不同的价值观(主要是西方文化的价值观),团队合作中表现出消极、不适、失落等情绪本质上是文化休克的表现,因此教师需要借鉴跨文化训练的一些方法对学生进行团队精神和合作能力的培养。 相似文献
3.
Dean Barker 《Quest (Human Kinetics)》2013,65(4):415-427
Teamwork is often seen as an inseparable part of sport. Other than work done by sport psychologists, however, the topic has received scant attention. The broad aim of this article is to stimulate discussion on the topic. Specifically, I examine how we can think about and “do” teamwork in an alternative way to that presented in current psychological literature. I illustrate how a psychologistic model of teamwork—teamwork as cohesion—is based on a positivist metaphor and argue that this is simply one possible interpretation. I then propose a different metaphor that has its roots in constructionist thought. I suggest that this constructionist metaphor leads to alternative research questions and methodologies and helps us to understand teamwork more wholly. 相似文献
4.
在《口腔固定修复工艺技术》课程中引入“团队协作”,在提高学生技能的同时,培养学生的团队协作精神,培养高素质的应用型口腔技术人才．以08级口腔医学技术专业在校生为研究对象,在基于工作过程的工序化教学模式下,合理进行分组组成团队,引入企业的考核标准,对学生的团队协作精神进行培养．通过教学反馈,大部分学生对团队协作持肯定的态度,学生的操作技能、团队意识、协作意识等都有了明显提高． 相似文献
5.
The acquisition of effective teamwork skills is crucial in all disciplines. Using an interpretive approach, this study investigates collaboration and co-operation in teams of software engineering students. Teams whose members were both homogeneous and heterogeneous in terms of their members' academic abilities, skills and goals were identified and compared. We describe the occurrence of ‘social loafing’, a well-reported phenomenon, in these teams. We also observed a phenomenon which we termed ‘diligent isolation’. Our assumption was that both of these can cause team dysfunction. Additional causes which became apparent during the research are listed. The article includes suggestions for improving team functionality. 相似文献
6.
Elizabeth Koh Helen Hong Jennifer Pei-Ling Tan 《Asia Pacific Journal of Education》2018,38(1):129-144
Teamwork, one of the core competencies for the twenty-first century learner, is a critical skill for work and learning. However, assessing teamwork is complex, in particular, developing a measure of teamwork that is domain-generic and applicable across a wide range of learners. This paper documents one such study that leverages technology to help provide a formative assessment of teamwork. It focuses on the self and peer ratings of a teamwork measure and a pedagogical method, which was trialled as a teamwork awareness programme in a mainstream Secondary School in Singapore. This teamwork awareness programme was incorporated into the school’s Interdisciplinary Project Work curriculum. Findings of students’ experiences of the programme are described. The teamwork competency dimension of “team emotional support” was rated highest amongst students. Also, students’ report gains in teamwork awareness, mixed engagement in reflective practices, and on the real-world relevancy of the programme. Discussions and implications of the findings follow. 相似文献
7.
The training of clinicians in working together as an interdisciplinary team has received growing support in geriatrics. Most teamwork training programs have focused on group process and development as the core competencies of team practice necessary to improve levels of team functioning. The experience of the Rhode Island Geriatric Education Center (RIGEC) in developing and implementing an ongoing teamwork training program, including the training of several geriatric teams from a variety of health care settings, suggests that additional objectives should include the empowerment of teams for advocacy in rapidly changing health care settings increasingly shaped by economic forces. The lessons learned by RIGEC for the development and implementation of teamwork training include the importance of defining team membership, dealing with the shifting shoals of the health care system, understanding individuals and systems under stress, and redefining the objectives of teamwork training. 相似文献
8.
Paris S. Strom 《Educational Research and Evaluation》2013,19(4):233-251
Teamwork skills are required at work, but teacher efforts in many countries to track achievement within this context have been hindered by lack of assessment tools and input from students. The Teamwork Skills Inventory relies on peer and self-evaluation to establish accountability, identify competencies, and detect learning needs. Twenty-five items state the criteria students refer to in reporting observations about whether individual members of their cooperative learning group attend to teamwork, seek and share information, communicate with teammates, think critically and creatively, and get along with teammates. Ways to prepare students for authentic assessment and to process anonymous feedback from peers are discussed. A field test of 303 high school students and teachers determined validity and reliability. Students were able to recognize team skills as well as deficits of peers, and gender differences in competencies were acknowledged. A portfolio record of team skills enables teachers across subjects to apply united interventions. 相似文献
9.
Teamwork assessment creates a more comprehensive educational experience by broadening the diversity of skills that students develop. Developing teamwork skills is particularly important due to a recognised skills gap among science graduates. This study investigated student perceptions of developing teamwork skills during their undergraduate science degrees. A mixed methods approach was used, which included the analysis of both quantitative and qualitative online survey data. The key findings showed that, although students understood the importance of developing teamwork skills for their future, a substantial proportion did not feel sufficiently prepared with these skills by their science degree. To develop teamwork skills, more students valued working in teams during laboratory sessions, team sports and informal study groups than non-laboratory based formal teamwork assessment. In support of previous teamwork studies across disciplines, the most cited factors contributing to poor teamwork experiences were difficulties scheduling meetings and unequal contribution among team members. This study indicates pedagogical improvements that may enhance the teamwork experience of students during assessments. 相似文献
10.
Virginie Tessier Mathilde Carbonneau-Loiselle 《The International Journal of Art & Design Education》2023,42(3):420-438
This article seeks to contribute to the reflection around the training of future designers regarding teamwork. Collaboration, teamwork and negotiations are common everyday interactions that are now known to contribute positively to the design process. This article builds on a theoretical model that was initially proposed as a Ph.D. thesis contribution: the zone of proximal development for learning teamwork skills. The objective of this article is to share the first implementation of the model in a real educational situation and seize this opportunity to develop it further. The framework of assessment for learning and the concept of the zone of proximal development guide this research. The data collection is based on the observations of teamwork during a design seminar. The analysis is structured around the theoretical definitions of the model's components and in situ observations of the participants. This process guides us to share indicators allowing to confirm if a level or set of skills are achieved by a student. Plus, we propose a set of related teaching guidance to use when skills are identified as underdeveloped or to develop. Through this work, we wish to discuss how design students can be better equipped to enter the profession and play a significant role as team players. 相似文献
11.
Trena M. Paulus Brian Horvitz Min Shi 《Educational technology research and development : ETR & D》2006,54(4):355-385
Teamwork skills such as conflict resolution and communication strategies are challenging to teach. The use of stories may
help develop these complex skills. Although engagement is generally seen as a key component of learning environments, what
constitutes engagement has not been fully explored. The purpose of this study was to examine how graduate instructional design
students engage with and learn from stories in an online environment. This WisdomTools Scenario (Scenario) was designed specifically
to facilitate the development of teamwork skills. Students followed the experiences of two fictitious student teams and discussed
what happened asynchronously with small dialogue groups. Through a qualitative case study analysis, four themes emerged which
captured how students engaged with and learned from this environment. First, engagement was evident through students’ emotional
reactions to the characters. Second, this engagement was affected by perceived credibility and relevance of the scenes. Third,
students often reflected on their prior experiences and demonstrated an increased awareness of teamwork issues. Fourth, students
reported various degrees of application of what they learned to their team practice. Implications for the design of story-based
learning environments are explored. 相似文献
12.
工作团队模式在系级管理中应用的思考 总被引：1，自引：0，他引：1
陈衡 《武汉职业技术学院学报》2003,2(3):21-25
工作团队模式是目前世界上被各种组织广泛采用的一种新型管理方式，它通过其成员的共同努力产生积极协同作用，成员努力的结果使团队的绩效水平远大于个体成员绩效的总和。在高校的系级管理中采用团队模式，有利于管理层次扁平化，能使各层面人员沟通方便、信息反馈及时、管理民主化，使系内凝聚力增强，极大程度调动员工工作积极性，提高教育管理服务质量和学生的满意度。 相似文献
13.
Diagnostic work in trauma teams is critical for the patient’s condition and for the possibility of survival. It is a difficult situation to train due to the inherently unpredictable and time-critical practice when an injured patient presents in the Emergency Room (ER). Different types of simulations have been developed for specialized training of specific skills and on contribution to teamwork, but there are hardly any studies reporting on opportunities to train realistic, multidisciplinary collaboration and communicative skills in such time-critical settings. In this article we report on a collaboration-oriented simulation where a trauma team performs diagnostic work: examining a patient in an ER at a hospital. The setting studied is arranged as a design experiment and video data constitute the basis for our interaction analysis. Our main finding is that highly-specialized simulations are useful as an arena for communication training among trauma team members. Doctors and nurses manage to make the simulated representations relevant in their talk, share medical observations and examinations, and consecutively include these findings into their collaborative diagnostic trajectory. 相似文献
14.
How heads manage change 总被引：1，自引：1，他引：0
This paper aims to extend the debate about the value of teamwork and its implications for team leadership in education. It examines a range of studies of teamwork in different contexts in and outside education, in order to propose an agenda for future research on this topic. Comparisons are drawn in particular with studies of collaborative partnerships in groups of musicians working together. These highlight what is fundamental to all forms of collaboration through teamwork and what is distinctive in different settings. In particular, it challenges the potential of teamwork to engender synergy as a springboard for managerial action. It concludes by proposing a reinterpretation of the ideal of synergy, to render it more realisable in educational settings in the form of team learning, team talking and team thinking, all leading to increased team effectiveness and the achievement of the team's task. 相似文献
15.
D. Michael Malone Peggy A. Gallagher Stephanie R. Long 《Early education and development》2001,12(4):577-592
The successful inclusion of children with developmental concerns in general education classrooms is influenced by the participation of general educators on the teams that support these children. One hundred and forty-eight general education teachers who were serving on teams that support children with developmental concerns in schools were asked to complete the Attitudes About Teamwork Survey, the Team Characteristics Survey, and the Team Process Perception Survey. Respondents held a generally positive attitude about teamwork. Challenges related to scheduling and time for teaming were noted. Central themes emerged relative to perceptions about benefits (discipline collaboration, sharing of knowledge/ideas), limitations (time constraints), and supports (collaboration and supports of individual efforts). Respondents provided recommendations for the improvement of teamwork related to management, organization, and communication. Practical implications of the results and directions for further investigation in this area are discussed. 相似文献
16.
《Early education and development》2013,24(4):577-592
The successful inclusion of children with developmental concerns in general education classrooms is influenced by the participation of general educators on the teams that support these children. One hundred and forty-eight general education teachers who were serving on teams that support children with developmental concerns in schools were asked to complete the Attitudes About Teamwork Survey, the Team Characteristics Survey, and the Team Process Perception Survey. Respondents held a generally positive attitude about teamwork. Challenges related to scheduling and time for teaming were noted. Central themes emerged relative to perceptions about benefits (discipline collaboration, sharing of knowledge/ideas), limitations (time constraints), and supports (collaboration and supports of individual efforts). Respondents provided recommendations for the improvement of teamwork related to management, organization, and communication. Practical implications of the results and directions for further investigation in this area are discussed. 相似文献
17.
JOHN E. HARTWIG 《Counselor Education & Supervision》1975,15(1):12-20
This article describes the Adult Career Education Counseling Project, a special demonstration project funded by the United States Office of Education, Division of Occupational and Adult Education. The major goal of the project is to develop a competency-based individualized instructional training system for guidance personnel wanting to work in adult education settings. The article explains the rationale, development, and process used in identification of conceptual areas that were developed into modules currently being pilot tested prior to final revision. Once the total training system has been developed, adult education and counseling and guidance programs may use these materials to design a counseling and guidance program unique to local program or institutional goals and objectives. 相似文献
18.
As recognition of the need for interdisciplinary geriatric teams grows, new and varied training methods will be necessary to reach health and human service professionals in different contexts and settings. This article reports on the development and evaluation of one such model: an interprofessional educational institute sponsored by the Queen's University Gerontology Project in 1993. Data analyzed include information on participants’ backgrounds and teamwork experience and their assessment of session content and group work processes that made up the knowledge acquisition and skills attainment objectives of the program. Major implications of the institute that became evident include the need to develop a strong institutional foundation, the importance of targeted recruitment, the connection between theory and practice, and the need to present practical techniques, strategies, and modeling opportunities. 相似文献
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20.
论文以工业与制造系统工程专业为背景,对基于专业课程设计平台提升工科大学生团队协作能力的方法进行了研究与实践。在对各类用人单位对毕业生团队协作能力需求进行调研与分析的基础上,突破了以学生个体学习为主的原有教学模式,面向团队协作能力训练需求,对课程设计任务板块进行了重新整合与规划,引入合作学习机制,将多种团队训练工具融入专业技能训练过程,并建立了相配套的成绩评价与考核体系。经过针对四届学生的教学实践,取得了良好的教学成效。 相似文献