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ERIC Number: EJ1105096
Record Type: Journal
Publication Date: 2016-Aug
Pages: 25
Abstractor: As Provided
ISSN: ISSN-1052-5629
Student-Led Project Teams: Significance of Regulation Strategies in High- and Low-Performing Teams
Ainsworth, Judith
Journal of Management Education, v40 n4 p453-477 Aug 2016
We studied group and individual co-regulatory and self-regulatory strategies of self-managed student project teams using data from intragroup peer evaluations and a postproject survey. We found that high team performers shared their research and knowledge with others, collaborated to advise and give constructive criticism, and demonstrated moral responsibility by respecting project management processes and communication protocols. Low team performers lacked self-regulatory strategies to work autonomously and clearly explain their research and its purpose, to ask for clarification, and to work autonomously. Consequently, effective regulatory strategies are crucial for high team performance, for team skills development, and for preparing business and management students for future team-based work environments.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A