Research Outputs
Teamwork competency scale (TCS) from the individual perspective in university students
The main purpose of this study was to design and validate a scale to assess the teamwork competency of undergraduate students (TCS, Teamwork Competency Scale). The research instrument designed and subjected to validation has nine specific dimensions: Collective effectiveness, learning orientation, group goal setting, planning and coordination, communication, conflict management, problem solving, performance monitoring and supportive behaviour. The instrument was validated using a sample of 802 first-year students at a university in Chile. The method of partial least squares (PLS) was used within a structural equation modelling (SEM) framework for statistical analysis. The results show that the TCS is a valid and reliable research instrument for the assessment of teamwork competency in undergraduate students.
Towards a cooperative learning environment in universities through in-service training
The goal of this study is to determine the extent to which faculty training in cooperative learning (CL) transfers to university teaching, according to students’ opinions. The design was quasi-experimental, with a control group and an intervention group. During two years, 346 first-year university Business School students and 12 university teachers of four disciplines (Business and Economy, Communication, Mathematics and Knowledge Integration) took part in the study. The results show that, after specific training in CL methodology, teachers showed significant improvement in the application of several CL dimensions: social skills, evaluation, reflection, interdependence, interaction and tutoring. In addition, a multivariate analysis of variance was calculated to examine the possible interaction effect of teacher training and disciplines on CL application. The results indicate that training based on participants’ needs and context fosters transference to university teaching. Teachers from different disciplines respond differently when applying CL to the classroom after training, especially in evaluation, heterogeneity, and tutoring. The results highlight the importance of a quality faculty professional development program.
Impact of cooperative learning on teamwork competence
Purpose – The purpose of this paper is to analyze the impact of a classroom application of the cooperative learning (CL) methodology on nine dimensions of business students’ teamwork competence (TC). Design/methodology/approach – The authorsused a quasi-experimental pre-post design with a previous cohortas control group (first-year students from the year prior to treatment application), applying treatment to a sample of 228 first-year students in a School of Economics and Business at a Chilean University (114 as treatment and 114 as control). Findings – Theauthors’ resultsshow thatCL had a positive, significant influence on five dimensions of TC: collective efficacy, planning, goal setting, problem solving and conflict management. Research limitations/implications – This paper upholds the importance and effectiveness of CL in developing TC. However, the evidence suggests that the effectiveness of the CL methodology was limited to developmentandimprovementof lesscomplexdimensionsofTC.Morecomplexdimensionsrequirealonger period of time to be developed. Practical implications – This research is an important contribution to the design and implementation of appropriate methodologies for developing a widely needed area of competence in the workplace, considering its multidimensional nature, whether in academia or business. Originality/value – This is the first study to seek empirical evidence that would link the CL methodology with TC. In addition, it fills a gap in the literature on the development of TC in its multiple dimensions. It particularly addresses the training of business professionals.