Leadership development in academia in the UAE: creating a community of learning

Abdulla, Ayesha; Fenech, Roberta; Kinsella, Katrina; Hiasat, Lana; Chackravarti, Sriya; White, Timothy J.; Rajan, Panthayil Babu

doi:10.1080/1360080x.2022.2116667

Cited by 10 publications

(8 citation statements)

References 29 publications

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“…This finding is also supported by similar previous studies on FC (Binnie & Bonsor, 2021; Huang et al, 2022). From a constructivist perspective, learners actively construct knowledge and make sense of it individually or socially based on their experiences (Abdulla et al, 2023). It can be said that video‐driven discussions are in line with the nature of dentistry by differing from common discussion forums.…”

Section: Discussionmentioning

confidence: 99%

The effects of video‐driven discussions integrated into the flipped classroom model on learning achievement, practical performance, and higher‐order thinking skills in dental education

Fidan,

Fidan

2023

Computer Assisted Learning

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BackgroundFlipped classroom (FC) model has become increasingly popular in dental education (DE) with its strengths for students. However, major concerns are lack of interaction, unwillingness to complete the assignments, low engagement during the pre‐class activities because of an unwell‐designed instructional setting of FC.ObjectivesThe recent study aims to investigate the effects of video‐driven discussions integrated into the flipped classroom (VdDs‐FC) model on dental students' (DSs) learning achievement, practical performance, and higher‐order thinking skills in a restorative dentistry course.MethodsThis study adopted a sequential explanatory design from mixed‐methods research. A total of 96 DSs participated in a dentistry faculty of Türkiye. They were randomly divided into two groups: VdDs‐FC group and the conventional flipped classroom (c‐FC) group.Results and conclusionsThe results showed that the VdDs‐FC model had significant positive effects on the practical performance of DSs in practical subjects and their problem‐solving and critical thinking skills. However, there was no significant difference between the two groups in learning achievement and creativity. The use of FC in the c‐FC group did not lead to any difference in the students' achievements. Moreover, the qualitative results indicated that the VdDs‐FC model has the potential for enhancing peer learning, practical classroom activities, and higher‐order thinking skills.ImplicationsThis study also includes several instructional implications and suggestions for educators, researchers, and practitioners on use of FC in dentistry.

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Section: Discussionmentioning

confidence: 99%

The effects of video‐driven discussions integrated into the flipped classroom model on learning achievement, practical performance, and higher‐order thinking skills in dental education

Fidan,

Fidan

2023

Computer Assisted Learning

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“…Dalgaard et al [ 51 ] recognized this and developed a training program for managers to improve their well-being, arguing that by doing so, leaders’ ability to promote staff care also improves. Though exhibited in different ways, this awareness of one’s own needs and limitations repeatedly came up in the literature not only as an essential precursor to overall performance but also effective teamwork (e.g., [ 52 ]) and effective leadership (e.g., [ 53 , 54 ]). Therefore, an internal leader must know their needs and limitations as a primary step before engaging in team coaching.…”

Section: Competency Area #2mentioning

confidence: 99%

How to Make an Internal Team Coach: An Integration of Research

Fernández Castillo,

Linhardt,

Salas

2024

Behavioral Sciences

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Team coaching has been found to increase group effort, improve interpersonal processes, and increase team knowledge and learning. However, the team coaching literature is renowned for its inability to define team coaching itself—making it difficult to solidify its place in the world of team science. So far, there is no consensus on what specific training would serve internal leaders best, and how they would connect to the team coaching literature. We know leadership and team training are effective in improving organizational outcomes, but the gap in the literature lies in identifying what specific competencies internal team coaches need, and what training could fulfill these. In this piece, we seek to (1) identify what competencies internal team leaders need based on the outcomes we know team coaching yields, (2) identify specific behaviors that can fulfill these competencies, and (3) integrate the literature to form an evidence-based guide on what training to provide to internal team coaches. By doing so, we hope to provide a definitive understanding of what internal team coaches need to be successful.

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“…Negotiation simulations are one form of experiential learning and, as such, align with a constructivist understanding of learning (Jones and Bursens, 2015). Within management education alone, for example, simulations are used as learning experiences in human resource management, change management, leadership and many other domains (Doh, 2004;North-Samardzic and de Witt, 2019;Rollag and Parise, 2005;Shannon et al, 2010;Abdulla et al, 2022). Yet their use goes far beyond management training.…”

Section: Introductionmentioning

confidence: 99%

Hybrid negotiation simulations: how mixing fact and fiction can lead to a more comprehensive learning experience

Gutmann

Jentges

MacKevett

2023

EJTD

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Purpose The purpose of this paper is to describe an innovative approach to overcoming a common dilemma in designing negotiation simulations – that of situating a simulation in a real-life or fictitious context. This binary choice, which the authors call the negotiation designer’s dilemma, has profound implications for the types of learning activities and outcomes that can be integrated into the overall learning experience. As a way of overcoming the trade-offs inherent in this dilemma, the authors developed what they term hybrid simulations, which blend elements of fact and fiction in its contextual design in a particular way. Design/methodology/approach The authors were part of a negotiation simulation design team that used Design Thinking to understand the negotiation designer’s dilemma and to prototype and test a corresponding solution. Findings This paper demonstrates the benefits, potential applications and the how-to of hybrid simulations within the context of two such simulations the authors have designed at two different Swiss business schools. This paper concludes by discussing the potential and limitations for the application of hybrid simulations, as well as areas of potential further development. Originality/value The concept of a hybrid negotiation is a novel design trick that can be used in a variety of negotiation simulation contexts.

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Leadership development in academia in the UAE: creating a community of learning

Cited by 10 publications

References 29 publications

The effects of video‐driven discussions integrated into the flipped classroom model on learning achievement, practical performance, and higher‐order thinking skills in dental education

The effects of video‐driven discussions integrated into the flipped classroom model on learning achievement, practical performance, and higher‐order thinking skills in dental education

How to Make an Internal Team Coach: An Integration of Research

Hybrid negotiation simulations: how mixing fact and fiction can lead to a more comprehensive learning experience

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