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Background: Teamwork has become a central element of engineering education. However, the race‐ and gender‐based marginalization prevalent in society is also prevalent in engineering student teams. These problematic dynamics limit learning opportunities, isolate historically marginalized students, and ultimately push students away from engineering, further reinforcing the demographic imbalances in the profession. Purpose: While there are strategies to improve the experiences of marginalized students within teams, there are few tools for detecting marginalizing behaviors as they occur. The purpose of this work is to examine how peer evaluations collected as a normal part of an engineering course can be used as a window into team dynamics to reveal marginalization as it occurs. Method: We used a semester of peer evaluation data from a large engineering course in which a team project is the central assignment and peer evaluation occurs four times during the course. We designed an algorithm to identify teams where marginalization may be occurring. We then performed qualitative analyses using a sociolinguistic analysis. Results: Results show that the algorithm helps identify teams where marginalization occurs. Qualitative analyses of four illustrative cases demonstrated the stealth appearance and evolution of marginalization, providing strong evidence that hidden within language of peer evaluation are indicators of marginalization. Based on the wider dataset, we present a taxonomy (eight categories) of linguistic marginalization appearing in peer comments. Conclusion: Both peer evaluation scores and the language used in peer evaluations can reveal team inequities and may serve as a near‐real‐time mechanism to interrupt marginalization within engineering teams. [ABSTRACT FROM AUTHOR]

Since 2018, the International Council on Systems Engineering has promulgated a set of competencies for systems engineers. It is organized in a framework structure that describes the knowledge, skills, abilities, and behaviors that are important to systems engineering effectiveness. There are five "levels" of competence, that span from awareness to expert. The five categories of competencies are Professional, Core, Technical, SE Management, and Integrating. This paper focuses on culturally‐based characteristics of systems engineers relative to the Professional Competencies. It includes a discussion of culturally‐based research and conclusions regarding their implications for how to use them in selecting systems engineers, forming and developing systems teams, and making design decisions. [ABSTRACT FROM AUTHOR]

Background: Existing research points to the role of Eurocentric epistemic values—scientific objectivity, value‐neutrality, depoliticization, and technical rationality—as a cornerstone of engineering ways of thinking, knowing, and doing. However, less is known about the role of Eurocentric epistemologies in team communication and decision making. Purpose: The purpose of this study was to examine how dominant Eurocentric epistemologies shape individual‐ and team‐level design thinking and, by extension, students' learning in engineering design education. Method: This work draws on a critical ethnography in which I observed three focal design teams during a semester‐long design project in a cornerstone design course. Following the conclusion of the design project, I conducted semi‐structured interviews with each member of the focal teams, asking students to reflect on incidents, their thinking, and team dynamics during the individual and team design processes. Findings: At the individual level, students' concerns about adhering to Eurocentric epistemic values made them hesitant to pursue design ideas. These concerns also shaped their design thinking, communication, and decision making at the team level, leading students to withhold or not advocate for ideas. Finally, students appeared to leverage the normative supremacy of Eurocentric epistemologies in engineering rhetorically to exert influence over their team's design decisions. Conclusions: If engineering education is to create a more just and inclusive learning environment for engineering students, we must construct learning environments that allow students to draw on all their epistemic resources during the learning process. This study suggests the dominance of Eurocentric epistemologies is a barrier to that end. [ABSTRACT FROM AUTHOR]

As the adage goes, a picture is worth a thousand words. Yet, anthropologists have not typically sought study‐participant drawings. Using a protocol in which a request for a drawing was embedded, this study captures the internal dynamics of three successful university‐based teams. Our questions followed a specific Describe–Draw–Explain sequence. All interviewees offered some novel element in their drawings (Draw step) beyond what they conveyed in their verbal descriptions (Describe step), while 85 percent of them again offered additional detail in the Explain step. The data also revealed stark and surprising cultural contrasts across teams, including one that was understood best as a network that could be activated upon demand. Gathering drawings is a fast yet valid and reliable method when the prescribed sequence of questions is followed. Another virtue of this approach is that the interviews can be conducted virtually, essential during the COVID‐19 era. [ABSTRACT FROM AUTHOR]

Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self‐awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma‐informed care. Anatomy is conceptualized here as the "first clinical discipline," with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer‐teaching. Specific interventions included pre‐course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre‐dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team‐building activities were scheduled, and self‐reflection encouraged, for example, through written exercises, and elective life‐body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment. [ABSTRACT FROM AUTHOR]

The race to gain competitive advantage through the formulation of a sustainable business strategy is key for the survival in the global business sphere. Even more importantly is the quest to deploy an effective green strategy to combat the numerous negative impact industrialization has on the environment. Researches pointed out the role of leaders and stakeholder's engagement in bringing about reform. This research focuses on how to build a robust psychological capital within an organization through the leader's transformative ability in combating environmental issues. This is necessary because research related to green transformational leadership and the effect on green team resilience has not been considered in literature. Drawing from the combination of three theories; broaden‐and‐build theory, job demand–resource theory, and conservation of resource theory, this study contributes to the extant literature by testing the effect of green transformational leadership via the mediating role of green work engagement to green team resilience. Using Amos 20 version to analyze 351 questionnaires that were collected from employees in four and five star hotels in Turkey, the result reviews that green transformational leadership has a positive effect on green work engagement and green team resilience, and green work engagement fully mediates the relationship between the variables. The theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Background: This study examined the differences between team dynamics in nonflipped and flipped versions of a multisection team‐ and project‐based sophomore engineering design course. Purpose/Hypothesis: We hypothesized that team dynamics in nonflipped and flipped course settings may reveal differences in student perceptions of team conflict, peer assessment, and team member satisfaction as well as possible relationships among these three variables. Design/Method: Students in both nonflipped and flipped settings completed a web‐based Comprehensive Assessment of Team Member Effectiveness (CATME) SMARTER Teamwork survey. A series of ANCOVAs and path analyses were conducted to gain insights into team dynamics in both course environments. Results: Although no significant differences in team conflict were found, significantly higher levels of team member satisfaction and peer assessment rates were detected in the flipped course. The path analysis revealed relationships among team conflict, team member satisfaction, and peer assessment in both course versions. Differences in relationships among the unidimensional levels of team conflict and the other two variables were found between the nonflipped and flipped versions. Conclusions: The primary pedagogical implication of this research points to the affordance of the flipped course setting in providing sufficient time for student members to become cohesive teams. As part of the student experience, engineering educators are encouraged to allow time for team formation and development in addition to content learning. Instructors should provide guidance that helps teams and individuals understand themselves and others as well as create workflows to support their learning and team management. [ABSTRACT FROM AUTHOR]

With empirical research on team resilience on the rise, there is a need for an integrative conceptual model that delineates the essential elements of this concept and offers a heuristic for the integration of findings across studies. To address this need, we propose a multilevel model of team resilience that originates in the resources of individual team members and emerges as a team‐level construct through dynamic person–situation interactions that are triggered by adverse events. In so doing, we define team resilience as an emergent outcome characterized by the trajectory of a team's functioning, following adversity exposure, as one that is largely unaffected or returns to normal levels after some degree of deterioration in functioning. This conceptual model offers a departure point for future work on team resilience and reinforces the need to incorporate inputs and process mechanisms inherent within dynamic interactions among individual members of a team. Of particular, importance is the examination of these inputs, process mechanisms and emergent states, and outcomes over time, and in the context of task demands, objectives, and adverse events. Practitioner points: Team resilience as a dynamic, multilevel phenomenon requires clarity on the individual‐ and team‐level factors that foster its emergence within occupational and organizational settings.An understanding of the nature (e.g., timing, chronicity) of adverse events is key to studying and intervening to foster team resilience within occupational and organizational settings. [ABSTRACT FROM AUTHOR]

Little is known about how team sport athletes individually and collectively experience sources of stress during competitive sport encounters. This study aimed to examine the nature of the stressors team sport athletes appraised during games at individual and team levels, as well as their degree of synchronization during an unfolding game. Through individual self-confrontation interviews, the activities of nine basketball players of the same team were examined in detail. The results revealed that 12 categories of stressors were reported, and categorized into two larger units reflecting stressors perceived as affecting (a) 'the team functioning as a whole' and (b) 'a player's own functioning'. Thus, the nature and degree of similarity of the game-specific stressors experienced by basketball players within a single team were identified during a game. In addition, the findings showed six different patterns of synchronizations of team members' stressors, as well as their changes over the course of the game. They provided support for the synchronized appraisal and experience of stressors within a team during a game. By adopting an interpersonal perspective and examining the temporal interplay in team members' activities, this study shed light on stress within teams. [ABSTRACT FROM AUTHOR]

There is increasing emphasis from funding agencies on transdisciplinary approaches to integrate science and end-users. However, transdisciplinary research can be laborious and costly and knowledge of effective collaborative processes in these endeavors is incomplete. More guidance grounded in actual project experiences is needed. Thus, this article describes and examines the collaborative process of the Ecological Effects of Sea Level Rise in the Northern Gulf of Mexico transdisciplinary research project, including its development, implementation, and evaluation. Reflections, considerations, and lessons learned from firsthand experience are shared, supported with examples, and connected to relevant scholarly literature. [ABSTRACT FROM AUTHOR]

Objective To develop and validate a survey instrument designed to measure team dynamics in primary care. Data Sources/Study Setting We studied 1,080 physician and nonphysician health care professionals working at 18 primary care practices participating in a learning collaborative aimed at improving team-based care. Study Design We developed a conceptual model and administered a cross-sectional survey addressing team dynamics, and we assessed reliability and discriminant validity of survey factors and the overall survey's goodness-of-fit using structural equation modeling. Data Collection We administered the survey between September 2012 and March 2013. Principal Findings Overall response rate was 68 percent (732 respondents). Results support a seven-factor model of team dynamics, suggesting that conditions for team effectiveness, shared understanding, and three supportive processes are associated with acting and feeling like a team and, in turn, perceived team effectiveness. This model demonstrated adequate fit (goodness-of-fit index: 0.91), scale reliability (Cronbach's alphas: 0.71-0.91), and discriminant validity (average factor correlations: 0.49). Conclusions It is possible to measure primary care team dynamics reliably using a 29-item survey. This survey may be used in ambulatory settings to study teamwork and explore the effect of efforts to improve team-based care. Future studies should demonstrate the importance of team dynamics for markers of team effectiveness (e.g., work satisfaction, care quality, clinical outcomes). [ABSTRACT FROM AUTHOR]

Research has shown that work engagement, both at the individual and team levels, is relevant to understand employee performance and well-being. Nonetheless, there is no theoretical model that explains the development of work engagement in teams that takes into consideration what is already known about team dynamics and processes. This study addresses this gap in the literature, presenting a model for the emergence of team work engagement. The model proposes team inputs, outputs, and mediators as predictors of team work engagement and highlights their recursive influences over time. This conceptual work provides a starting point for further research on team work engagement, allowing for distinguishing individual and team constructs. Practitioner points The degree of energy and enthusiasm of teams depends on the way they interact., The affective and motivational dynamics of teams have consequences for their performance and well-being., The emergence of team work engagement is better understood within the literature of teamwork. [ABSTRACT FROM AUTHOR]

Emergence as a multilevel process has received limited research attention in the micro-meso disciplines of organizational science. Our intent is to explain the conceptual underpinnings of emergence and to advance a more dynamic, process-oriented conceptualization. We discuss emergence as a bottom-up, multilevel process and focus attention on three neglected issues: (a) emergence is dynamic, (b) manifests in different idealized forms, and (c) can vary in form over time. We consider two core phenomena in work teams-cognition and cohesion-to illustrate how this dynamic and multifaceted perspective on emergence can advance theory development and new research directions. Copyright © 2012 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]