Student success on student learning teams at Royal Roads University

Abstract

This 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.