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
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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.
Han, Soo Jeoung (2017). 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. Doctoral dissertation, Texas A & M University. Available electronically from