| dc.description.abstract | Student teamwork activities are a very common teaching method in both face to face and online courses in engineering, as being able to work productively in a team is critical for engineering students’ academic success and career development. Well-developed teamwork abilities have significant potential to improve engineering students’ academic and workplace performance. However, limited research has been dedicated to the team process and output model for engineering students who are tasked with solving complex problems in short time frames. Therefore, a research model for intense team settings is worth exploring.
The purpose of this study is to test an intense, and short-term team process and output model using engineering student project teams in an international design competition as the research environment. First, team process and output variables were examined using exploratory factor analysis. Second, team process and output measurements were verified using confirmatory factor analysis. Third, the relationship between the intense team process variables studied, and the relationship between each process variable and output variable was examined using structural equation modeling.
The results of the study showed that shared leadership, team growth mindset, and team learning behaviors are positively correlated, which indicates that social cognitive theory has the potential to be applied at the team level. It was also found that team growth mindset was predictive of team performance, while shared leadership and team learning behavior were not. This intense process and output model provides empirical evidence of the potential benefit of applying social cognitive theory at the team level. This research has also examined an intense process and output model, which is necessary for the creation of guidelines. These guidelines can then be applied to the formation of successful teams of students, educators, Human Resource Development professionals, and organizations when time is at a premium. | en |
