Rethinking management group projects with the adaptive leadership model: The lesson is the process

Woolard, Nathan A.

doi:10.1080/08832323.2018.1496895

Cited by 7 publications

(3 citation statements)

References 11 publications

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“…Qualitative analysis attributed those effects to activities such as debating sensitive issues in PE field, choosing preferred topics for discussion, deciding assignments value and conditions (e.g., due dates, format, and sections to be included), or linking course learning to future career. Agreement with several studies, proposes the remarkable effect of AL on leadership (Castles, 2018;Fındık, 2016;Sun et al, 2017;Woolard, 2018); initiative (Howard et al, 2017;Majanoja & Vasankari, 2018); ability to learn and evolve (Chróinín & O'Sullivan, 2016;Munthe et al, 2016); ability to create ideas (Audenaert & Decramer, 2018;Wright et al, 2016); and goaloriented motivation (Huizenga et al, 2009;Song & Grabowski, 2006).…”

Section: Discussionmentioning

confidence: 86%

“…Active learning (AL) is a teaching methodology which challenges students to use creative thinking and decision making to learn, requiring students to apply cognitive skills in complex tasks (Sahin-Taskin, 2018). AL comprises several strategies such as flipped classroom (Killian & Woods, 2018), problem solving (Jones & Turner, 2006), team projects (Woolard, 2018), hands-on technology (Castles, 2018), and self-assessment exercises (Tolgfors, 2018). Previous AL implementations were effective to increase students' performance, engagement, and participation (Swanson et al, 2019), emphasize democratic values (Bergmark & Westman, 2018), and promote metacognitive awareness and cognitive abilities (Pantiwati & Husamah, 2017).…”

Section: Introductionmentioning

confidence: 99%

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How to Promote Social Entrepreneurship on Urban Education? An Active Learning Implementation

Peris

Cosgrove

Salvador-García

et al. 2022

Education and Urban Society

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This paper analyzes the effects of active learning (AL) on the social entrepreneurship (SE) of physical education teacher education students ( n = 158) from an Urban School. AL participants applied several strategies including but not limited to flipped classroom, problem solving, team projects, or case studies. The topic was approached using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of six non-equivalent groups implementing the Social Entrepreneurship Competency Scale (SECS). Meanwhile, qualitative analysis was undertaken analyzing 119 reflective journals. Quantitative results provide significant evidence regarding the positive effect of AL on SE. Qualitative analysis complements this view describing how SE was developed (e.g., providing-receiving feedback among peers). Additionally, data transformation displays an alternative analysis of the benefit provided. Our results display how AL improves SE of physical education teacher education students, enhancing new research into this direction to meet current education demands.

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Section: Discussionmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

How to Promote Social Entrepreneurship on Urban Education? An Active Learning Implementation

Peris

Cosgrove

Salvador-García

et al. 2022

Education and Urban Society

View full text Add to dashboard Cite

show abstract

“…As a consequence, designs generated by employing group work and individual work could be at a similar creativity level. Therefore, if design educators are equipped with better understandings and management skills of group work (Davies, 2009;Woolard, 2018), there is a potential to better support groups of students in producing creative designs in the context of STEM design education. Starkey et al (2016) revealed that there is a reduction of creativity throughout the design process, as students often abandon novel concepts.…”

Section: Discussion Of the Case Studymentioning

confidence: 99%

Is group work beneficial for producing creative designs in STEM design education?

Han

Park

Min

et al. 2021

Int J Technol Des Educ

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Creativity is a significant element in design education, and frequently a significant competency during recruitment for design professions. Group work and individual work are widely employed in higher education. Many studies have highlighted the merits of employing group work in design education, cultivating collaborative design abilities and fostering sought-after employability skills. Although the benefits of group work in design practice and education are widely recognised, few studies have shown evidence that group work outperforms individual work regarding creative design activities in higher education contexts. Therefore, the aim of this research is to explore whether group or individual work is more beneficial for fostering students in generating creative designs in STEM design education. A case study, involving two cohorts of second-year undergraduate students studying a UK Engineering degree Industrial Design programme, is reported. The case study compares the design outputs produced by the two cohorts tackling the same design challenge in a product design module but employing individual and group work, respectively. The case study results show that no significant differences have been found between the design outputs produced by group work and individual work, considering novelty, usefulness and overall creativity. Further analysis reveals that a student’s academic performance is not significantly related to the level of creativity of the design produced. This research indicates design educators should employ both group and individual work to complement each other in design education, and suggests potential solutions to enhance students’ design creativity.

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Examining the relationship between adaptive leadership behaviors and strategic differentiation for tourism service: The mediating role of marketing insight

Al-Baghdadi,

AL-Khazaali

2024

AIP Conference Proceedings

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Rethinking management group projects with the adaptive leadership model: The lesson is the process

Cited by 7 publications

References 11 publications

How to Promote Social Entrepreneurship on Urban Education? An Active Learning Implementation

How to Promote Social Entrepreneurship on Urban Education? An Active Learning Implementation

Is group work beneficial for producing creative designs in STEM design education?

Examining the relationship between adaptive leadership behaviors and strategic differentiation for tourism service: The mediating role of marketing insight

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