Constructive Controversy Research Articles

University Students’ Perceptions of Enjoyment in Participating in Constructive Controversy

This study focuses on university students’ perceptions of enjoyment in participating in carefully orchestrated, constructive controversy activities in EFL classrooms. Analysis of student feedback indicated that 81% of participants appreciated the experience. Students valued constructive controversy for its ability to enhance English proficiency, broaden global competence, and increase their language skills. However, challenges arose when students felt their language abilities might lead to misunderstandings or superficial discussions, detracting from their enjoyment. Teacher intervention was crucial in mitigating these concerns, suggesting that supportive guidance could enhance the effectiveness of constructive controversy. The findings underscored the role of teachers in fostering a conducive environment by selecting appropriate discussion topics, establishing frameworks for participation, and considering students’ varying language competencies within heterogeneous groups. This study highlighted the potential of constructive controversy as a pedagogical tool and emphasized the educator’s role in optimizing its benefits in EFL education. 本研究は学生が英語の授業で構造的討論に参加することで楽しさを感じる可能性について探求した。学生の意見を収集しデータを分析した結果、参加者の81%がこの経験を高く評価していることがわかった。評価されたのは、構造的討論が英語力の向上やグローバル力の拡充、言語スキルの上達に寄与する点であった。一方で一部の学生は自身の英語力に不安を感じ、誤解や浅い討論が楽しみを損なうと感じることも明らかになった。研究結果から、構造的討論を実施する際には教師による適切なテーマの選定や参加の枠組みの確立、異なる言語能力を考慮した異質なグループの形成が重要であることが示された。また、教師の介入が活動の成功には不可欠であり、支援的な指導が構造的討論の有効性を最大化する可能性も明らかになった。本研究から、構造的討論は教育の有力な手段として潜在的な可能性を持ち、効果的に実施するためには教師の役割が重要であることが示唆された。

Cooperative Learning A Preventive Approach to Extremism at Higher Education, Pakistan

The study was intended to identify cooperative learning as a preventive approach to extremism at higher education institutions. In addition, explore the process of social interdependence and constructive controversy to prevent extremism. Research shows that certain cognitive, social and emotional skills broaden students’ minds and enable them to seek pieces of evidence of imposed opinions. Cooperative learning is considered as a successful teaching strategy in higher education to enhance critical thinking, psychological health and interpersonal skills. Here, a group of students works together irrespective of gender, age, culture and abilities to achieve the common goals. Further, the process of constructive controversy promotes moral and civic values among students which leads to global citizenship. The framework of this research is based on social interdependence and constructive controversy within a cooperative context, which can be a positive approach to reduce radicalization and extremism. Within the qualitative paradigm, semi-structured interviews were conducted with students of higher education to share their reflective experiences of cooperative learning. The outcomes of this study revealed that students gain moral reasoning, tolerance problem solving and critical thinking skills when they involve in constructive controversy within a cooperative context. Further, this research proposed to implement different engaging instructional strategies at higher education levels for gaining prosocial behavior, psychological health and conflict management. Accordingly, suggested mentoring and counseling for at risk students.

Psychological safety climate and self-managing team innovation process: The role of constructive controversy and authority differentiation.

Psychological safety climate and self-managing team innovation process: The role of constructive controversy and authority differentiation.

Supplemental Material for Psychological Safety Climate and Self-Managing Team Innovation Process: The Role of Constructive Controversy and Authority Differentiation

Supplemental Material for Psychological Safety Climate and Self-Managing Team Innovation Process: The Role of Constructive Controversy and Authority Differentiation

Teachers’ professional development for cooperative learning: A constructive controversy between long-term versus short-term professional development

Abstract:
 Previous scientific research has recognised the pedagogical model of cooperative learning (CL) as a best-practice pedagogy, which facilitates students’ academic and social learning. Teachers are crucial for implementing CL in the classroom. While they value the method, they often find it complex and challenging to use. Thus, it is crucial to support effective CL professional development (PD) for teachers. Various approaches, forms and lengths of PD in CL are available for teachers, and long- and short-term approaches have been debated in the literature. Based on the perspective of constructive controversy, the goal of this study is to examine teachers’ PD in CL, with a particular focus on long- and short-term PD. Drawing on our different perspectives and experiences with long- and short-term PD in CL, we aim to contribute knowledge that can support teachers’ learning and implementation of CL. To provide insights and reflections along with theoretical findings, we utilise a narrative approach, with one narrative on long-term PD and one on short-term PD. One issue that becomes clear is the lack of a consensus on what counts as PD for teachers, as PD is a holistic multidimensional construct. We propose four common characteristics that should be considered in developing successful PD regardless of the CL approach or the length of the PD: 1) It enables participating teachers to acquire a shared understanding and knowledge of the theoretical framework of CL; 2) It supports teachers in taking ownership of CL; 3) It involves collaboration (in different forms); and 4) It includes support structures. While both long- and short-term PD can support teacher learning, how the time is used is the most important factor for a successful outcome. Hence, short-term PD is better than no PD at all.

The Worst or the Best Treaty? Analysing the Equitable and Reasonable Utilization Principle in the Legal Arrangements of the Helmand River

AbstractAfter protracted conflicts, Afghanistan and Iran agreed on a treaty in 1973 to share the waters of the Helmand River. However, this legal arrangement became a source of controversy over its equitable and reasonable utilization principle. The 1973 Helmand River Water Treaty reflects a history of legal and political controversy and strongly contrasting views, with some labelling it the “worst” treaty and others the “best”. This paper scrutinizes the history of legal arrangements of the Helmand River within its underlying political context to search for evidence of the aforementioned equitable and reasonable utilization principle. The findings indicate that the 1973 Treaty provides a grey space for legality and illegality, being a greatly restricted instrument to uphold the principle of equity. Examination of the principle of equity in the 1973 Treaty contributes to developing constructive controversy over the Helmand River and offers valuable lessons for other international watercourses facing similar challenges.

Interprofessional Team Conflict Resolution: A Critical Literature Review.

Although concern related to conflicts within health care teams has been discussed in the literature, most studies have focused on individuals' personal conflict management style identification or on managers resolving workplace conflicts between parties. The purpose of this review was to identify significant components in the field of conflict with particular attention to conceptual findings that may be integrated into understanding interprofessional health care team conflict and its resolution. A critical review of the conflict literature across many fields was undertaken using the method identified by Grant and Booth, incorporating literature-search, appraisal, synthesis, and analysis. This critical review explored existing models and schools of thought to provide an overview of how conflict is conceptualized, its focus on interpersonal and workplace issues, team conflict application and training in team conflict resolution, and finally a summary of this review's contribution to interprofessional health care team conflict and its resolution. Team conflict is comprised of three forms-relationship, task, and process. When team building occurs that incorporates training in the use of an adapted constructive controversy approach, there is a greater opportunity to enhance the quality of a cooperative approach to patients' care planning. Training in team conflict resolution is needed as a key ingredient to ensure all team members can enhance the effectiveness and quality of interprofessional client-centered collaborative practice. This benefits not only the health providers in the team, but also their clients/patients who are recipients of their shared teamwork.

Learning to integrate conflicts: Paradoxical leadership fosters team innovation

Drawing upon social learning theory, the authors examine how and when paradoxical leadership enhances team innovation. We conducted two multi-wave and multisource field studies to test the model. Results support hypotheses that paradoxical leadership has an indirect effect on team innovation through team constructive controversy. In addition, relationship conflict within a team weakens the direct effect of paradoxical leadership on team constructive controversy and the indirect effect, whereas task conflict within a team does not strengthen the direct and indirect effect. Theoretical and practical implications are discussed.

Teaching Method as a Critical Issue in Science Education in Ghana

Science education has received a lot of attention around the world. Given this, several works of literature have been produced to address the issue from various perspectives. Regardless of the investigator's background, there are some universal challenges that science educators are currently facing. This paper identified and highlighted teaching methods as a prevailing crucial problem in science education in Ghana, emphasizing its enormity and long term consequences. Furthermore, the article proposes a model that can help to address the situation. The study suggests that learner-centered teaching approaches are the best pedagogy for stimulating learners' interests and understanding in science education. The study did reveal the enormity of how science in the nation's education is not seeing the light of day, as well as how science is not becoming more influential in attaining national development goals. The theories adopted for this research are social constructivism and constructive controversy as they see learning as exchanges and interrogation between learners and learners, and teachers and learners. The study again made recommendations of models for implementation to help rebrand the teaching of science education in Ghana.

Investigating the pathways between swift trust and team creativity among nursing student teams in Taiwan: A moderated mediation model

BackgroundConsiderable theoretical and empirical work indicates that a multitude of factors are associated with team creativity in an organizational context. The complex relationships between the contributors, however, are not well understood in nursing education. This study was to take a process view investigating the pathways from swift trust to creativity via collaborative interactions and to explore whether task conflict would further change the strength of the indirect effect.MethodsThis study utilized a cross-sectional, quantitative, descriptive design. Taiwanese nursing students (final n = 629), who enrolled in capstone courses of small interdisciplinary groups collaborating with industrial design students on designing healthcare products, participated in the study. Data were collected from students during 2018 and 2020. Questionnaires assessed their perceptions about teams' swift trust (including cognition- and affect-based), collaborative interactions (including constructive controversy, helping behavior, and spontaneous communication), task conflict, and creativity. SPSS PROCESS macro was used to test the proposed moderated mediation model.ResultsBivariate correlation analysis showed that greater team creativity was associated with increased cognition-based team swift trust and collaborative interactions. Results revealed that collaborative interactions serving as the underlying mechanisms mediating the effect of cognition- and affect-based swift trust on team creativity. Moreover, the indirect effect of collaborative interactions, specifically, spontaneous communication, on linking swift trust to team creativity varied as a function of task conflict. As task conflict decreased, the effect became stronger.ConclusionFindings suggest that nursing student teams’ spontaneous communication serves as the underlying mechanism in linking the relationship between swift trust and team creativity and that lower task conflict plays a crucial role in enhancing the indirect effect. The proposed pathway could provide guidance for nursing educators to promote creativity outcomes by promoting swift trust and collaborative interactions as well as preventing task conflict for interdisciplinary nursing student teams.

When Instructions Based on Constructive Controversy Boost Synergy in Online Groups

In response to the COVID-19 pandemic, an increasing number of people throughout the world participated in remote meetings in online groups using videoconferencing systems. The purpose of this study was to examine the effects on group synergy of a series of instructions based on constructive controversy delivered during online collaboration. After performing a decision-making task individually, 125 participants were randomly assigned to online groups to collaborate and reach a consensus using a videoconferencing system, either in “free discussion” or “instructed discussion” groups. Results revealed that groups with instructions outperformed their best members (strong synergy) at higher rates than groups without instructions. Moreover, participants reported higher epistemic conflict regulation when they received instructions than when they did not. These findings suggest that providing instructions based on constructive controversy during a collaborative task can boost synergy and epistemic conflict regulation in online groups.

Controversy Teaching Approaches: Model, Measure, and Teaching Applications

Controversies are a potentially powerful teaching tool in the management classroom enabling students to explore different perspectives on an issue and to develop their skills in areas such as critical thinking and communication. Controversy is implicit to learning and to leadership and management roles in workplaces where multiple opposing views inevitably exist. Prior research asserts that constructive controversy resolution skills are important to management students. This multipart study presents a model and measure of controversy teaching approaches and explores evidence of their reliability and validity using confirmatory factor analysis and correlations with relevant outcomes and measures. The three studies, with samples of management and leadership students across several U.S. institutions, provide initial evidence of the validity of the model and measure. Multiple perspectives and avoidance were found to be underlying dimensions of instructors’ observed approaches to teaching controversial topics. The controversy teaching approaches model and measure used in this study have potential to support instructional development for management educators, as well as further research on controversy teaching. This study also has practical implications for how instructors approach controversies in the classroom and may aid effective teaching and learning.

Development and Psychometric Testing of a Taiwanese Team Interactions and Team Creativity Instrument (TITC-T) for Nursing Students.

Background: How well team members work together can be affected by team interactions and creativity. There is no single instrument for measuring both variables in healthcare education settings in Taiwan. The purpose of this study is to develop an instrument to measure team interactions and team creativity for Taiwanese nursing students. Methods: A 34-item team interactions and team creativity self-report instrument was developed for nursing students in Taiwan (TITC-T). Items consisted of statements about how a participant perceived their team members’ constructive controversy, helping behaviors, communication, and creativity. Nursing students (n = 275) were recruited from two campuses of a science and technology university to examine the psychometric properties of the TITC-T. The reliability and psychometric properties were evaluated. Results: The Cronbach’s alpha was 0.98. The confirmatory factor analysis resulted in a one-dimensional factor structure that fit well with the model (Comparative Fit Index = 0.995, Tucker Lewis Index = 0.908, Root Mean Square Error of Approximation = 0.098). Conclusions: The TITC-T is a valid and reliable tool for evaluating team interactions and team creativity for students enrolled in nursing programs in Taiwan.

Peace linguistics and traditional ways of conflict resolution in Terver Udu’s Ikyav Saan Aga Saan and Sam Patrick Terngu’s Adezungwen

Conflicts occur between people, institutions, tribes and nations and cold be resolved when language and dialogue are effectively used. Peace linguistics and traditional ways of conflict resolutions in Terver T. Udu’s Ikyav Saan Aga Saan and Sam Patrick Terngu’s Adezungwen examines the causes of conflicts, explores the language of hate speech and states traditional ways of resolving conflicts in the select texts. This study adopts Coleman’s (2006) Human Relations Paradigm (HRP) for conflict resolution. The model emphasises the prominent roles that human social interactions play in resolving conflicts. The model uses mediation, integrative negotiation and constructive controversy as parameters for conflict resolution. Methodologically, this study used purposive sampling technique. The choice of the two select texts was deliberate hence the texts are laced with conflicts and how they were amicably resolved using traditional methods. The study used primary and documentary sources. The primary sources are Udu’s Ikyav Saan Aga Saan and Terngu’s Adezungwen while the documentary sources are journal articles, theses, glossary and textbooks. As data analysis, the select texts were read, data relating to causes, language of hate speech and resolution of conflicts were grouped and translated into English and then analysed. It was revealed that domestic conflicts could be resolved using human relation mechanism and nonviolent communication. This study has presented Tiv culture where the voices of the elders are respected and their decisions were unanimously accepted. Finally, peace repairs broken relationships and enhances progress. Traditional rulers should apply the solutions proffered by Terver Udu and Sam Paddy Terngu in their fictional texts to resolve conflicts in their domains.

Does psychological safety at school affect psychological capital at work? Evidence from part-time MBA students

PurposeExisting research regarding the value of school education focuses primarily on the effects of educational level on core task performance after graduation. However, it is worth noting that knowledge, skills and abilities are not the only individual gains from school education. For part-time Master of Business Administration (MBA) students, the impact of MBA education on their real-time work during their two-year or so study journey has not been reported. This study aims to provide theoretical reasoning and empirical insights to clarify the impact of psychological safety at school on psychological capital (PsyCap) at work for part-time MBA students and examines the moderating role of constructive controversy at school in this relationship.Design/methodology/approachA survey of 286 part-time MBA students was conducted in a university located in Beijing to address the theoretical issue.FindingsStudents’ psychological safety at school is positively related to PsyCap at work. Constructive controversy at school acts as a positive moderator in the relationship between psychological safety at school and PsyCap at work.Originality/valueThis study establishes a link between the school and the workplace. It explores the relationship between an individual’s psychological states at school and at work and contributes to the literature on human resources and management education. Furthermore, the findings prove that students not only gain knowledge, skills and abilities from education but also positive psychological states, such as psychological safety.

The use of constructive controversy to improve students’ understandings of and attitudes towards animal welfare in China

ABSTRACT We examined the effects of applying the instructional method of constructive controversy in an animal welfare unit, on middle-school students’ knowledge and attitudes relating to the treatment and welfare of animals. Accordingly, we developed and implemented a four-stage instructional model centring on constructive controversy in a class of 27 eighth-grade students aged between 13 and 14 years old at a Beijing school. Our study entailed a pre-test and post-test study design, with data collected through questionnaires completed manually by the students and through semi-structured interviews. We assessed students’ understandings of and attitudes towards animal welfare before and after the implementation of the instructional unit. The results of our study clearly indicated that the students’ understandings of animal welfare increased, and they displayed more positive attitudes towards the treatment of animals and animal welfare issues after they had completed the unit. Moreover, during the semi-structured interviews, they provided positive evaluations of the activities designed for this unit.

Moderating effects of task interdependence on interaction behaviours and creativity for nursing students on interdisciplinary teams.

AimsNursing students in Taiwan often study in interdisciplinary teams that must create healthcare products. Creativity is imperative for the students’ success, but studies have not explored the relational precursors to team creativity in nursing education. Therefore, the relationship was examined between task interdependence, interaction behaviours (constructive controversy, helping behaviours and spontaneous communication) and creativity for nursing students on interdisciplinary teams in Taiwan to investigate whether high task interdependence moderates the correlations between interaction behaviours and creativity.DesignDescriptive, cross‐sectional, quantitative study.MethodsParticipants were nursing students (N = 99) attending interdisciplinary capstone courses in 2‐ or 4‐year nursing programmes at a university for science and technology in Taiwan. Self‐report questionnaires were used to collect the students’ demographics and perceptions of their teams’ task interdependence, interaction behaviours and creativity between January 2018 and January 2019. Pearson's correlation coefficient revealed variable associations. SPSS PROCESS macro displayed moderating effects.ResultsTask interdependence had significant positive correlations with all three interaction behaviours and team creativity. Each interaction behaviour also had significant positive correlations with team creativity. High task interdependence negatively moderated the relationships between team creativity and (a) constructive controversy, and (b) spontaneous communication, but not (c) helping behaviours.ConclusionThe empirically validated moderation model and study results suggest that nursing educators can foster creativity in their students by encouraging task interdependence and helping behaviours, and teaching students to build constructive controversy and spontaneous communication into their collaborative plans.ImpactIn Taiwan, nursing students must demonstrate creativity in interdisciplinary capstone courses. Their ability to do so requires them to cooperate with students in other disciplines who have unique skills or knowledge. This study provides insights into the relational factors that may improve creativity for nursing students on interdisciplinary teams.

Goal Equivocality and Joint Account of Meaning Creation in an Enterprise System Program

ABSTRACT Enterprise systems (ES) integrate global goals for the organization and local goals for functional subunits. An organization must arrive at a goal set that directs ES implementation. Constructive controversy theory provides direction for methods that arrive at an integrated system solution when original goals may be equivocal. Data from 142 organizations confirm such approaches are effective. The results contribute to our understanding of how ES implementations face goal equivocality and derive a resolution process.

The relationship between swift trust and interaction behaviors on interdisciplinary and non-interdisciplinary teams in nursing education

The extent to which team interdisciplinarity affects trust and communicative interaction behaviors in healthcare settings has received limited attention. Undergraduate nursing students must understand and work with interdisciplinary team-based dynamics. This study examined the relationship between swift trust and interaction behaviors among nursing student teams and explored whether team interdisciplinarity moderated that relationship. In this cross-sectional, comparative, quantitative, descriptive study, students from a Nursing program (n = 63) at one university and a Design program (n = 65) at another university in Taiwan comprised the interdisciplinary group. Remaining nursing students (n = 147) comprised the non-interdisciplinary group. Self-report questionnaires included 10 items to assess perceived team swift trust (cognition-based and affect-based) and 24 items to assess students' interaction behaviors (constructive controversy, helping behaviors, and spontaneous communication). Canonical correlation analysis showed the teams’ cognition-based—but not affect-based—trust correlated positively with each interaction behavior. Moderation models indicated that the interdisciplinary team negatively moderated the relationship between teams' cognition-based trust and constructive controversy. In conclusion, team members' higher perceived cognition-based trust is associated with higher perceived interaction behaviors, but team interdisciplinarity may negatively impact that relationship. Nursing educators may use these insights to improve outcomes for both educational and professional healthcare teams.

A Study on the Application of Constructive Controversy for Moral Education

A Study on the Application of Constructive Controversy for Moral Education