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dc.contributor.advisorMacGillivray, Alice
dc.contributor.advisorHarris, Brigitte
dc.contributor.authorPardy, Michael
dc.date.accessioned2015-09-10T21:15:00Z
dc.date.available2015-09-10T21:15:00Z
dc.date.issued2015-09-10
dc.date.submitted2015
dc.identifier.urihttp://hdl.handle.net/10170/845
dc.description.abstractThis action research engagement (ARE) study asked, “how can the CCC better understand how stakeholders define ‘success’ in student teams and subsequently improve its ability to provide support to these learning teams”? Ten Bachelor’s of Professional Communications students were surveyed electronically, and nine administrators, professionals, and faculty participated in two focus groups. The findings suggested that stakeholders define and explain in terms of outcomes (task completion), social processes (respecting, celebrating, communicating), and knowledge processes (learning, reflecting). Furthermore, findings suggested that, among other variables, cultural diversity of student teams and the learning modality (face to face, blended) impacted student team success. Study recommendations include enhancing cross-cultural competencies, developing a learning progression for teamwork, assessing teamwork on outcomes, social processes, and knowledge processes, and designing unique teamwork environments for face-to-face and blended learning.en_US
dc.subjectcooperative learningen_US
dc.subjectteam knowledge processesen_US
dc.subjectteam learningen_US
dc.subjectteamworken_US
dc.subjectteam social processesen_US
dc.titleStudent success on student learning teams at Royal Roads Universityen_US
dc.degree.nameM.A. in Leadershipen_US
dc.degree.levelMastersen_US
dc.degree.disciplineSchool of Leadership Studiesen_US


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