Testing a Process Model for Student Project Teams in Higher Education with the Relationships Among Shared Leadership, Psychological Safety, Team Processes, Team Performance, and Creativity

The use of face-to-face and virtual teams has become a popular method of instruction in higher education. The popularity of working in teams has increased because effective teams are associated with positive learning outcomes. However, as students have different values and backgrounds, communication issues or conflict among team members may occur. Therefore, team researchers have placed a growing emphasis on positive team contexts (psychologically safety and shared leadership) that enable team processes, team performance, and creativity. To enhance the team processes and performance in both virtual and face-to-face student project teams in higher education, it is necessary to examine the critical factors that led to better outcomes. Therefore, the purpose of this study is to test a holistic team process model in student project teams in higher education. First, the team process factors were examined in face-to-face team samples using exploratory factor analysis. Second, the team process measurement was verified with virtual team samples using confirmatory factor analysis. Then, the relationships among team process enablers, team processes, and team performance and creativity were examined using structural question modeling. It was concluded that the role of shared leadership positively influenced students’ teamwork processes, such as goal commitment, shared identity, and trust, which improved their performance and creativity. This team process model will provide a guide for further exploration of possible intervening variables that may increase team performance when shared leadership plays a role

A New Research Direction of Authentic Leadership in the Field of Adult Education

This research reviewed authentic leadership and learning-related outcomes at workplace from the perspective of adult education/learning. Over the past decade, authentic leadership has been investigated only from performance-oriented perspective at workplace, despite its learning-oriented concept and component. Therefore, this research provided new insight and direction into the field of adult education/learning at workplace through integrated literature review of authentic leadership

Effects of Three Dimensions of Shared Leadership on Team Members’ Perceptions on Trust and Team Performance

We conducted a survey with teams to identify the underlying dimensions of shared leadership and examine the effects of shared leadership on the level of trust and team performance

Exploring Team Growth and Fixed Mindsets in Work Teams at a Large Korean Corporation

We conducted a qualitative study to understand how team mindsets can be manifested in work teams. We interviewed 21 participants from seven departments in one of the big corporations in Korea

A Multilevel Model of Collaboration and Creativity

The progress of science requires the growth of understanding in both directions, downward from the whole to the parts and upward from the parts to the whole. —FREEMAN DYSON, 1996, p.2 Creativity does not occur in a vacuum. An enabling environment must exist. Whether creativity is at the breakthrough level or a cluster of micro-level events, it requires environments with special facets—especially collaboration that enables knowledge sharing and idea synthesis

Is the Role of Work Engagement Essential to Employee Performance or ‘Nice to Have’?

The current study aimed to scrutinize roles of work engagement as a mediator in the relationships between job and personal resources and employees’ outcomes, namely job performance and turnover intention, specifically focusing on testing the essentiality of work engagement. A total of 571 complete responses from full-time employees in Korean organizations were utilized for data analysis with structural equation modeling (SEM). This study analyzed two research models through the competing model approach: One model (Model 1) specified that job and personal resources directly influence job performance and turnover intention and also indirectly influence job performance and turnover intention through work engagement, whereas the other model (Model 2) specified that job and personal resources only indirectly influence turnover intention and job performance through work engagement. The results of the competing models demonstrated that overall, Model 2 adequately fit better than Model 1. The results also showed that the direct effects of job and personal resources on work engagement, as well as the direct effects of work engagement on job performance and turnover intention were statistically significant. In addition, the results of the study revealed statistically significant mediating effects of work engagement, not only on the relationship between job and personal resources and job performance, but also on the relationship between job and personal resources and turnover intention. Based on the results, theoretical and practical implications for human resource management, limitations, and recommendations for further research are discussed

The Effect of Shared Leadership on Team Processes and Performance

Purpose - This study examined the effect of shared leadership on student project team processes and outcomes. We focused on shared leadership and its association with team processes (coordination, goal commitment, and knowledge sharing) and team performance. Design/methodology/approach - To examine the shared leadership, team processes, and performance model, we conducted two separate surveys of 158 graduate and undergraduate students working in project teams at a large southwestern university. Findings - Results showed that shared leadership positively affected coordination activities, goal commitment, and knowledge sharing, which in turn, positively affect team performance, even though shared leadership had no direct effect on team performance. Research limitations/implications - Our research adds to the knowledge of important team process factors through which shared leadership indirectly affects team performance. Practical implications - Based on our findings, we provided implications for students and instructors that shared leadership can facilitate team performance by enabling team members to coordinate activities, commit to goals, and share knowledge effectively. Originality/value - This study presents an initial understanding of the shared leadership-team performance relationship by introducing influential variables, such as coordination activities, goal commitment, and knowledge sharing in a team

Growth Mindset in Adult Learning: Systematic Literature Review

We conducted a systematic literature review on mindsets to understand how a growth mindset is conceptualized and investigated in adult learning scholarly work

Integrative Literature Review on the Antecedents of Informal Learning in the Workplace: A Conceptual Framework for Future Research

Despite the explosion of interest in informal learning in the workplace, few attempts have been made to synthesize the current literature. This article provides an integrative and analytical review of prior empirical studies, particularly focusing on what factors have been identified as antecedents of informal learning in organizations and how informal learning has been conceptualized and measured. It then suggests future avenues for theory building, research, and practice. The authors propose a conceptual framework for understanding informal learning activities using three dimensions: learning competence, intentionality, and developmental relatedness. Implications for human resource development research and practice are also discussed

Application of Virtual and Augmented Reality to the Field of Adult Education

This research reviews the extant literature and web resources on Virtual Reality (VR) and Augmented Reality (AR) to provide new insights and future direction of adult learning. Based on the review, we discuss implications for research and practice on the use of VR and AR in the field of Adult Education