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dc.contributor.authorRiebe, L.
dc.contributor.authorGirardi, A.
dc.contributor.authorWhitsed, Craig
dc.date.accessioned2018-05-18T07:56:00Z
dc.date.available2018-05-18T07:56:00Z
dc.date.created2018-05-18T00:23:25Z
dc.date.issued2016
dc.identifier.citationRiebe, L. and Girardi, A. and Whitsed, C. 2016. A Systematic Literature Review of Teamwork Pedagogy in Higher Education. Small Group Research. 47 (6): pp. 619-664.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/66777
dc.identifier.doi10.1177/1046496416665221
dc.description.abstract

Teamwork pedagogy has received considerable attention across a wide range of academic literature. Yet employers continue to argue that universities need to do more to better prepare graduates to work in team-based environments. Grounded in the social constructivist paradigm, this article uses a two-phase systematic literature review methodology to explore the conditions and influences affording or constraining teamwork pedagogy. A complementary thematic analysis of the articles revealed two broad themes: pedagogy and transaction costs. In almost all 57 articles, a range of factors influencing teamwork pedagogy were elaborated. Temporal, fiscal, and human resource transaction costs were identified as constraints in the application of teamwork pedagogy. An overlap of educator, student, and institutional factors are discussed as contributing to the transaction costs of implementing process-oriented teamwork pedagogy. However, the interdependent interactions among educators and students, within and across institutions, remained largely underexplored and are presented as part of a future research agenda.

dc.publisherSage Publications, Inc
dc.titleA Systematic Literature Review of Teamwork Pedagogy in Higher Education
dc.typeJournal Article
dcterms.source.volume47
dcterms.source.number6
dcterms.source.startPage619
dcterms.source.endPage664
dcterms.source.issn1046-4964
dcterms.source.titleSmall Group Research
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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