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    A student teamwork induction protocol

    Kamau, Caroline and Spong, A. (2015) A student teamwork induction protocol. Studies in Higher Education 40 (7), pp. 1273-1290. ISSN 0307-5079.

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    Kamau, C. and Spong, A. (2015). A student teamwork induction protocol. Studies in Higher Education..pdf - Author's Accepted Manuscript

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    Faulty group processes have harmful effects on performance but there is little research about intervention protocols to pre-empt them in HE. This naturalistic experiment compared a control cohort with an inducted cohort. The inducted cohort attended a workshop, consultations, elected a leader and used tools (a group log and group contract) designed to minimize social loafing, optimize coordination (by boosting good information sampling) and orient group dynamics towards the task. In the absence of inductions, a faulty system of processes was in play and this had a significant impact on group performance. In contrast, the inductions created a buffer. Structural equation modeling showed that the intervention made both group cohesion and conflict beneficial to group performance. The induction protocols enhanced students’ individual accountability, a sense of unique responsibility and dissent during group decision-making (which improved its quality). The implication is that inductions help optimize the processes within student teamwork.


    Item Type: Article
    Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis, available online:
    Keyword(s) / Subject(s): Assessment, Coordination, Educational innovation, Engagement, Group work, Group support, Induction, Productivity, Individualism
    School: Birkbeck Faculties and Schools > Faculty of Business and Law > Birkbeck Business School
    Depositing User: Caroline Kamau
    Date Deposited: 26 Aug 2015 11:32
    Last Modified: 02 Aug 2023 17:18

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