领导力、多样性与学习成绩:团队学习的调查研究

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Business Pub Date : 2021-12-14 DOI:10.1080/08832323.2021.2009754

A. Chaudhry

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引用次数: 1

摘要

摘要一项探索性研究调查了团队学习（TBL）对领导能力和学习成绩的影响，同时纳入了单位内的多样性。在美国中西部一所大学教授的TBL课程中，使用了领导能力的自我和同伴评分。t检验显示，同行评分显著提高。多样化特征和领导力测试显示，职业取向、性别、专业和工作经验是显著变量。分层线性模型将同伴评价的领导力作为团队成员的函数和学生学习成绩的预测因子。对结果的讨论是为了强调前进的道路。

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Leadership, diversity, and academic performance: An investigation of team-based learning

Abstract An exploratory study investigated team-based learning (TBL) for leadership competencies and academic performance while incorporating within-unit diversity. Self and peer-ratings of leadership competencies in TBL courses taught in a US Midwest university were utilized. t-Tests revealed a significant increase in the peer ratings. Test of diversifying characteristics and leadership showed career orientation, gender, major, and work experience as salient variables. Hierarchical linear modeling established peer-rated leadership as a function of team membership and a predictor of student’s academic performance. Discussion of the results is presented to highlight a path forward.

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来源期刊

Journal of Education for Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.