Group Work Process Research Articles

Transforming STEM Education with Design Thinking

This poster showcases the Technology-Enhanced Learning (TEL) pedagogy designed for a health discipline course at an Australian University. The use of the design thinking process for problem-based learning was implemented to enhance first-year students' creative and digital skills. Collaboration with the industry partners enabled an authentic learning experience. In the post-COVID era, students are more diverse, demanding, discerning, and inclined towards flexible learning to shape their educational experiences. To meet these evolving needs, we adhered to digital accessibility guidelines and Universal Design for Learning (UDL) principles, promoting inclusive education. A student-centric approach to TEL pedagogy is essential for delivering authentic and connected learning experiences (Ní Shé, 2022). In our health course, we designed interactive content using HTML5 Package (H5P) to create engaging learning materials and activities in health course modules. This included multiple-choice questions, interactive text, images, and videos, providing opportunities for students to answer questions, solve problems, and explore content knowledge. This also included formative feedback and opportunities for students to test their understanding. Additionally, design thinking was incorporated to allow students to test their understanding of the health applications, solve ‘wicked’ real-world problems and create human-centric solutions (Brenner et al., 2016). In a three-week course module, Week 1 presented an open-ended real-world problem, designed and developed in collaboration with an industry partner, to help students understand user needs and pain points. Later in the week, students defined the problem by narrowing the scope down and identifying characteristics of the user persona. In Week 2, students ideated multiple responses to the defined problem, utilising problem-solving skills and creativity (Jia, Jalaludin, & Rasul, 2023) to think critically and brainstorm the appropriate solutions using Miro, and then created a low-fidelity prototype to meet the user requirements. In Week 3, students applied their knowledge to test the solution against user needs, constructively aligned with the industry practices. Through the experience of design thinking to solve open-ended, real-world problems, we employed problem-solving learning pedagogy to develop an iterative process of group work (Dam?a & Wittek, 2020). Academics acted as facilitators rather than traditional lecturers, providing support and resources as needed, but allowing students to take the lead. Students took responsibility for their learning by collaborating to explore design thinking and refining their solutions as they gathered information and feedback from various sources, integrating their own disciplinary knowledge as jigsaw pieces (Calkins & Rivnary 2022). For the purpose of authentic assessment, we designed challenging activities that required students to apply design thinking in problem-solving. The assessment tasks focused on both the process and the final solution, as well as the reflective component, including self-assessment and peer assessment. Students increased their effort towards this problem-based assessment because it held more real-life relevance and allowed them to apply their knowledge and skills in practical contexts.

Advancing Science to Prevent Firearm Violence in Communities: A Process for Harmonizing Studies to Develop Research Infrastructure.

The Community Firearm Violence Prevention Network (CFVP Network), funded by the National Institutes of Health (NIH), supports a network of research projects that develop and test interventions through collaborations with community partners to prevent firearm violence, injury, and mortality. The CFVP Network presents a unique opportunity to accelerate the science of preventing firearm injuries. The data harmonization workgroup of the CFVP Network led the process of aligning studies across the three unique inaugural network projects, with particular attention to how the CFVP Network could address current gaps in the science. The goal of the data harmonization workgroup was to align study measures, assessment timelines, and data management and archival processes across projects to enable robust cross-project analyses that accelerate the science of preventing firearm injuries. To accomplish this goal, the workgroup established the infrastructure to facilitate cross-project data collection, data sharing and archiving, and analyses. Among the three inaugural network projects, the workgroup's process resulted in harmonizing two assessment timepoints (baseline and one year post-implementation) and 60 constructs (with 31 identical standardized constructs). These harmonized products provide opportunities for novel analyses across the network projects. We expect that the harmonized study infrastructure developed through this process will catalyze future research focused on preventing firearm injury, including and extending beyond CFVP Network projects. The CFVP data harmonization workgroup's process can serve as a model for future networks that seek to build the science in a particular area.

Desenvolvendo o Conhecimento Pedagógico do Conteúdo de Botânica na Licenciatura: Uma Experiência Transformadora Durante o Ensino Remoto Emergencial

We share a transformative experience in the subject “Strategies and Resources for Teaching Botany” during a peculiar and challenging situation: Emergency Remote Teaching (2021). The context impacted the aims and the teaching strategies. However, through the interaction of teachers, monitors and students, the initial doubts and challenges were transformed into opportunities for innovation and improvements. We evaluate that the initial aims were achieved and that the subject contributed to the development of the Pedagogical Content Knowledge of Botany by the students, who were protagonists of their learning, mainly on the process of group work developed during the subject.

Unpacking the relationship between cultural diversity and workgroup creativity

PurposeThis study aimed to illustrate the conditions under which cultural diversity enhances workgroup creativity. It does so by investigating the impact of ethnic diversity on workgroup creativity through the mediating mechanisms of cognitive diversity and information elaboration, while also exploring the role of inclusive leadership in this process.Design/methodology/approachMulti-source data was collected from a sample of 338 employees nested within 56 workgroups across three distinct organizations. Conditional process analysis was used to empirically test the proposed hypotheses.FindingsThe results show that ethnic diversity, a surface-level cultural attribute, contributed to diversity in deep-level cognitive resources, and that workgroups were able to capitalize on these variations in deep-level cognitive resources to enhance their creativity when they engaged in the elaboration of task-relevant information. Results also demonstrated that the effective management of workgroup processes through inclusive leadership helped materialize the performance-promoting effects of cultural diversity. Overall, the findings support the notion that cultural diversity is indeed beneficial to workgroups.Originality/valuePrior research has typically examined cultural diversity in workgroups from the perspective of either surface-level or deep-level cultural attributes, leading to conflicting findings. Our study takes a multifaceted approach to cultural diversity and its influence on workgroup creativity, offering a more nuanced understanding. Additionally, by integrating the concept of inclusive leadership, a relatively new conceptualization of leadership specifically relevant to diverse workgroups, we clarified strategies for fostering positive workgroup performance.

Working Individually and Collectively: Assisting Young People with Cognitive Disability Transitioning from Statutory Systems

AbstractYoung people with cognitive disability exiting statutory child protection and/or youth justice systems are a particularly vulnerable group. They have varied, complex and dynamic needs. These are often poorly responded to, due in part to a lack of formal and informal supports. There remains a lack of specialised supports and a dearth of evidence regarding best practice in supporting this group. This paper explores social work practices which respond to the social isolation of this cohort and the gap in support as young people transition to adulthood. The paper focuses on a group program in Queensland (Australia) which was specifically designed to support young people with a cognitive disability leaving child protection and/or youth justice systems. It reports on a subset of data from a mixed-methods study. It presents the perspectives of the young people and their practitioners regarding the practices that supported the engagement of young people and created opportunities for connection and skill development within the group program. The findings highlight the importance of relationship-driven practices that are supported and resourced by the organisation, and the need for parallel individual and group work processes for achieving positive outcomes with young people with cognitive disability transitioning from statutory systems.

ADVANTAGES AND DISADVANTAGES OF STUDENTS’ GROUP WORK IN TEACHING FOREIGN LANGUAGES AT UNIVERSITY

The aim of the article is analysing the advantages and disadvantages of group work for students while teaching foreign languages at university, showing the feasibility of using group work in higher edu- cation. Methods of analysis and systematization of primary sources, interviews, questionnaires, and focus groups were used during the consideration of the problem. The process of teaching English in higher education has certain features that are associated with dif- ferent initial levels of language training of freshmen; the number of hours to study the subject; the number of groups; and sometimes absent enthusiasm for learning a foreign language. We emphasize that group work plays an important role in the educational process, and its introduction into the educational process should be one of the main tasks for students of philological specialties. Practice has proved that high-quality training in foreign languages for philological specialties can be carried out through the introduction of mod- ern educational technologies, such as: vocational training, project methodology, technology, such as: voca- tional training, project methodology, technology of fixing and distance learning, information and commu- nication technologies, and educational and control work. The study found that the use of interactive learn- ing technology involves seeking help in communication, including cognitive communication and constructiv- ist methods of teaching a foreign language. The facts proved that the use of innovative methods of teach- ing English and multimedia teaching methods can enhance the motivation of students to study foreign lan- guages, provide access to new alternative sources of information, develop independent psychological activ- ity, and develop communication skills, intercultural and professional abilities. Interactive technologies and online resources play an important role in group work while learning for- eign languages, providing an effective and engaging learning process. They promote active interaction be- tween students, stimulate involvement in language learning and improve language skills. To determine the advantages and disadvantages of group work, we conducted interviews with teach- ers and students to collect their impressions and thoughts about group work in the context of teaching for- eign languages. Subsequently, the reviews of teachers and students about their experience in groups dur- ing the study of foreign languages were analysed. Questionnaires were compiled, which included questions about impressions and thoughts about group work in the context of studying foreign languages. The questions concerned the advantages and dis- advantages of this training method, the efficiency from group work, the influence on motivation, etc. Fo- cus groups were held with students and separately with teachers to discuss their impressions and thoughts about group work. This allowed us to gain a deeper understanding of different points of view and identi- fy general trends. In group work during the study of foreign languages, the teacher and students play different roles, each of which has its own importance for successful learning. We will discuss the role of the teacher-facili- tator. The teacher acts as an organizer and leader of group work, promoting structured learning and prob- lem solving. Students actively interact with each other and with the teacher, exchanging ideas and opin- ions, completing tasks and solving problems. Scientists have demonstrated that the active participation of students in group work contributes to the improvement of critical thinking and the development of com- munication skills. The use of group work while teaching foreign languages at university has its advantages and disadvantages. On the one hand, it promotes the development of communication skills, and stimulates cooperation and motivation of students. On the other hand, there may be a risk of social blind steering, problems with the distribution of responsibilities and conflicts between group members. It has been concluded that it is important to properly organize and control the process of group work to achieve maximum efficiency in teaching foreign languages.

Students’ perceptions of fairness in groupwork assessment: validity evidence for peer assessment fairness instrument

Groupwork is a crucial aspect of work contexts and a key twenty first century skill. Assessment of groupwork provides a persistent challenge for educators in university contexts with students reporting experiences of unfairness from their peers during groupwork. This study developed a novel Peer Assessment Fairness Instrument to explore factors driving students’ perceptions of fairness during groupwork processes. The results showed that students perceived fairness of groupwork in relation to (1) the grading outcomes they received (i.e. grade congruence), (2) the procedures based on which groups contributed to groupwork (i.e. performative group dynamics), and (3) the relationships based on which group members interacted (i.e. interpersonal treatment). The findings provide student-driven directions to promoting fairer peer assessments within groupwork contexts.

Understanding the Potential of Intimacy in Groups that Use Arts-Based Activities. A Conversation Between a Theatre Professor and a Social Worker

ABSTRACT Can framing intimacy as a necessary and primary outcome of collaboration help group members trust each other across conflicting identities? The theater industry has started welcoming Intimacy education to prevent harm that can arise during the performance of intimate scenarios. In response, academic institutions that train emerging theater makers have created guidelines and policies for intimate collaboration. In the Undergraduate Drama Department at New York University, they’ve created Intimacy Guidelines that include an emphasis on nurturing emotional, intellectual, and experiential intimacy alongside physical intimacy to encourage collaboration that “is vulnerable and brave.” (p. 2). As an NYU Theatre Professor and socially engaged theater maker, the author sees the potential in these guidelines to help students who are working in diverse performance-based group activities address their distrust of others and nurture belonging within the group. Having first experienced intimacy as a phase of the group process through arts-based activities in social work groups, the author interviews a social worker who effectively develops intimacy through arts-based activities in groups. They discuss the potential and limitations of intimacy in groups and reflect on the similarities and differences between a social work group process and the Drama Department’s Intimacy Guidelines.

Participation of youth in group social intervention programmes in Madrid. A qualitative study focused on participants’ experiences

ABSTRACT In Spain, there are many social intervention programmes aimed at promoting the participation of teenagers and young people considered to be at risk of social exclusion. However, there is no consensus on the term’s definition, meaning and scope. Moreover, young people have a scant presence in research on social work. This research aims to define ‘participation’ by emphasising young people’s perspectives and experiences. Over 120 adolescents from 13 to 23 years old who were part of four different social intervention programmes in the academic year 2018–2019 took part in the research, giving their opinions and points of view. This qualitative study uses Grounded Theory as general guidance for obtaining data and analysis, stressing situated and critical perspectives. The research techniques were adapted to each group: group work processes and group discussions, with the help of art. The results showed guidelines for promoting participation in four areas: the roles of young people in participation; the role of institutions and professionals; the socio-structural context as an impediment or imperative for participation, and the possibilities of participation enabled by democratic group processes.

Student Perceptions about Online Collaborative Coursework

Objective: Collaborative coursework may improve student engagement but is often viewed as problematic by both students and faculty, particularly in the online classroom. The aim of this research is to present results of a retrospective, qualitative content analysis of student related perceptions about group work in the online classroom. Methods: Data analysis was completed with the use of qualitative content analysis (QCA), a valid research method for describing the meaning of qualitative data in a systematic way. QCA was used to inform the following research question: What perceptions do students have about working with a group in the online classroom? Data were collected through a retrospective analysis of student responses posted to discussion board forums. Responses of students (N = 192) enrolled in three different courses, over two semesters were analyzed by a team of two researchers. Results: Findings included student reflections about group work being a stressful, negative experience, with the asynchronous environment of the online classroom increasing student anxiety about group work. Students reported different academic goals and lack of participation among group members as common issues. In addition, students reported concern with group management or organization and the fairness of group work grading practices. Conclusions: These results inform a discussion of best practices, skills and technology faculty can use to transform online group work into a positive learning experience for all students. Online education needs to be meaningful and responsive to meet students’ needs. Research has shown group work can improve student engagement and facilitate accomplishment; however, the negotiation of group work processes can be stressful for students and faculty, particularly in the online classroom.

Interaction in Distance Education: Meta-Synthesis of Qualitative Studies

Interaction in distance education processes; It has a very important place in the learner's academic performance, attitude and motivation, participation in the lesson and the acquisition of instructional goals and behaviors. According to the data obtained as a result of the analysis in this study, in which the interaction in synchronous and asynchronous distance education processes was investigated by qualitative meta-synthesis method; In the synchronous and asynchronous distance education processes, themes emerged about the purposes for which interactions are established, which features and functions can increase interactions in distance education, and which factors negatively affect this process while the interactions are established. According to these themes, which also constitute the aims of the research, interactions in distance education processes are established for cognitive, affective and collaborative purposes. Cognitively oriented interactions; ask questions-answer, asking for and expressing opinions, feedback, making explanations, sharing knowledge and experience, participating in discussions, suggesting solutions, directing, while affectively focused; encouragement and support, sharing personal information, cooperation and emotional support, collaborative interactions; It is established for the purpose of determining group qualifications (members and work area), coordination among group members, distribution of tasks within the group (expertise), group work processes. The categories on how to increase interactions were examined as learner-teacher, learner-learner, learner-content and multiple interaction. Teaching strategies that encourage peer consultation for learning, course contents with detailed and explanatory demonstrations, the learner's sense of belonging and commitment to the group, reducing social and psychological distance with a quick reply to the e-mail sent by the learner, the learner's questions and There is in-depth and explanatory feedback on the students' comments, and asynchronous student-teacher interaction using alternative web resources. Among the factors that negatively affect the interaction process are; during the process, there are negative experiences, slow connection or disconnection, conflict between learners, insufficient online course time to interact due to the intensity of the content, the dominant student being at the forefront when the teacher cannot manage the interaction process, and pedagogical inadequacy that negatively affects the cooperation between learners.

Making steps towards improved fairness in group work assessment: The role of students’ self- and peer-assessment

Group work benefits student learning in many ways, but group work assessment may be challenging for academics and sometimes is perceived as less fair than individually set assessment tasks. Peer assessment (PA) and self assessment (SA) represents a possible approach supporting lecturers and students to better differentiate individual contributions to group-based assignments. In this study, we explore the students’ perception of SA and PA as strategies to facilitate the assessment of the process of group work and to contribute to increasing the sense of fairness in assessment. With these aims, we designed a study of an assessment practice in which students were involved as partners in the assessment and grading process of a group project assignment. At the end of the course, and when the SA and PA experience concluded, we administered a survey. The findings show that (1) including SA and PA strategies in student tasks enhances the students’ perceived sense of fairness in the assessment process, (2) the specifics of the instructional design do not have a significant effect on student perceptions of this form of assessment, and (3) sociodemographic factors such as the academic year, the degree major and the age of the students have a moderate effect. We conclude that SA and PA improve the sense of democracy of the assessment process, as this is not only in the teachers’ hands but also shared and agreed upon within the group.

Mediating effects of workgroup processes on the relationship between nurse turnover and nurse outcomes in hospitals.

Nurse turnover is often considered to be an outcome, and few studies have investigated its consequences in nursing care. The underlying mechanism of the nurse turnover-nurse outcome relationship has not been empirically investigated. Therefore, this study examines workgroup processes and nurse outcomes as the consequences of nurse turnover and the mediating effect of workgroup processes on the nurse turnover-nurse outcomes relationship. A cross-sectional design was adopted to investigate the data collected from 264 staff nurses. Furthermore, six-month turnover rates, workgroup processes (nurse-nurse collaboration, team cohesion), and nurse outcomes (job satisfaction, intent to leave) were utilized in the multivariate regression models. Overall, 53 (24.4%) nurses had worked in nursing units with a zero six-month turnover rate. The average mean six-month turnover rate was 15.5%. Nurse turnover adversely affected nurses' job satisfaction and several subscales of team cohesion including task cohesion and social cohesion. Team cohesion partially mediated the relationship between nurse turnover and job satisfaction. Nurse turnover decreased job satisfaction and team cohesion, and team cohesion partially mediated the nurse turnover-nurse outcomes relationship. These findings provide evidence supporting the significant adverse effects of nurse turnover and suggest the potential role of workgroup processes in explaining the underlying mechanism of the relationship between nurse turnover and nurse outcomes. Healthcare organizations must create a positive work environment to reduce nurse turnover. Further, states and countries should try to develop and establish nursing and health policies to prevent turnover.

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MUATAN PELAJARAN ILMU PENGETAHUAN SOSIAL MATERI JENIS-JENIS USAHA MASYARAKAT INDONESIA KELAS V SDS EKA TJIPTA KENCANA

Learning and teaching are essentially a reciprocal relationship between teachers and learners. The use of media and learning methods chosen by teachers is one way to improve the quality of learning. Problem Based Learning is an innovation in learning because in PBL students' thinking skills are really optimized through a systematic group or team work process, so that students can empower, hone, test and develop their thinking skills on an ongoing basis. This study used Classroom Action Research. Data is obtained through data collection in the field which is carried out using observation techniques, learning outcome test techniques, and documentation. From the results of the analysis, the results were obtained that after the implementation of the Problem Based Learning learning model, there was an increase in teacher activity, an increase in student activity and an increase in student learning outcomes. From the results of the research conducted, it is suggested that SDS Eka Tjipta Kencana teachers can use the Problem Based Learning learning model as an alternative learning to improve student learning outcomes

Future Competencies and E-Tutor Competencies: A Chance for Higher Education Institutions to Support Their Student Staff

Purpose: E-tutors often participate in collaborative online international learning (COIL) settings and guide students in group work and related learning processes. They moderate, organize, and observe the group and individual learning processes and are often students’ first point of contact. This support requires several competencies, which are also largely reflected in the so-called future skills. Thus, it seems sensible to examine these competencies more closely and promote them to enhance the course experience and support for students in COIL settings on the one hand and to make student e-tutors fit for the modern working world on the other. Study design/methodology/approach: As a starting point for this project, a comprehensive systematic literature analysis on e-tutor competencies and qualifications was conducted in Langesee (2023). A competency ranking and task-based competency profile for e-tutors in higher education were developed during this research. To investigate the validity and practicability of these artifacts, an evaluation was conducted with 16 international experts and practitioners (e-tutors) using a questionnaire. Findings: The competencies identified in Langesee (2023), the ranking, and the profile created were recognized as helpful and practical. Additional comments from respondents allowed both artifacts to be revised and expanded. The three most relevant competencies of the nine detected are communication, pedagogical and social competencies. Originality/value: The resulting artifacts can be used in the next step as a basis for a self-evaluation tool (SET), enabling e-tutors to assess their competence equipment. Based on this, individual instruments will be recommended to initiate possible improvements.

Exploring factors influencing minority students’ perceived learning in collaborative Wiki-based learning environments

ABSTRACT This study examined the factors affecting minority students’ learning experience in Wiki-based environments. These factors included perceived collaborative learning, sense of community, Wiki self-efficacy, and perceived learning experience. The relationships of these factors were explored. The participants were 45 African American students enrolled in two undergraduate-level management courses in which Wiki was used to facilitate the process of group work. A mixed methods approach was applied to analyze the collected data. Results indicated that sense of community and collaborative learning significantly contributed to perceived learning in Wiki-based environments. However, Wiki self-efficacy was not a good predictor of perceived learning. Most of the minority students were positive about their group learning experience that involved collaborative processes as well as the development of knowledge and skills. Emotional support and support for cognitive or meta-cognitive processing were identified as factors that had potential influences on Wiki-based collaborative group learning.

Feeling at home in an experiential research group: reflections on the research process in collaborative pluralism

ABSTRACT This paper presents a set of reflections on the process of conducting a qualitative pluralistic group research project. As our work progressed, we began to spend as much time discussing this group work process as we did focusing on our specific research topic. We begin by giving some background to how we got started and the research study itself as well as saying something about who the group is. We then describe our process and examine how we came to see that what we were doing shared a lot of similarities with forms of pluralistic research. We discuss some of the challenges and opportunities we faced along the way and end with some final thoughts on where we might go next. We argue that it is important to pay close attention to the research process as it plays a crucial role in shaping the insights that can be gained from a piece of research. This paper contributes to the growing literature on reflexivity in qualitative psychology in general and the exploration of the research process in in collaborative pluralistic research designs in particular.

A Learning Health System Approach to Long COVID Care.

Global initiatives to mitigate COVID-19 transmission have shifted health system priorities to management of patients with prolonged long COVID symptoms. To better meet the needs of patients, clinicians, and systems, a learning health system approach can use rapid-cycle methods to integrate data and real-world experience to iteratively evaluate and adapt models of long COVID care. Employees in the Veterans Health Administration formed a multidisciplinary workgroup. We sought to develop processes to learn more about this novel long COVID syndrome and innovative long COVID care models that can be applied within and outside of our health care system. We describe our workgroup processes and goals to create a mechanism for cross-facility communication, identify gaps in care and research, and cocreate knowledge on best practices for long COVID care delivery. The learning health system approach will be critical in reimagining health care service delivery after the COVID-19 pandemic.

Promoting University Students’ Engagement in Intercultural Group Work: The Importance of Expectancy, Value, and Cost

Intercultural group work (IGW) is a valuable learning strategy to enhance deep learning and prepare university students to participate in a globalized world, so more insight is needed into what motivates students to engage actively in IGW. Using an expectancy–value theory framework, this study investigates the extent to which the different components of this theory (i.e., self-efficacy, perceived benefit, and perceived cost) relate to each other and contribute to student engagement in IGW. Responses to a questionnaire, gathered from 846 bachelor’s students from six universities in the Netherlands and Canada, reveal that strong self-efficacy for IGW, high perceived benefit of IGW, and low perceived cost of IGW correlate. In structural equation modeling analyses, self-efficacy and emotional cost emerge as important predictors of behavioral and cognitive engagement; intercultural benefit is critical for cognitive engagement. As a prerequisite of cognitive engagement, behavioral engagement also mediates the effects of self-efficacy, costs, and benefits. Therefore, developing students’ self-efficacy, increasing perceived benefits of IGW, and decreasing perceived costs of IGW can promote student engagement and deeper learning. Universities thus should prepare students for IGW and provide support and feedback during group work process. Based on the results, we theorize about the relationships among the components of the expectancy–value theory.

Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors

The purpose of this study was to examine how team process factors relate to students’ self-efficacy, attitude, and learning satisfaction in flipped learning. Since lone-wolf students tend to have little patience for the group work process and exhibit a lack of organizational commitment, this study also explores how students’ preferences for collaborative work or individual work affect their self-efficacy, attitude, and learning satisfaction in a flipped classroom. The participants were thirty-four undergraduate students enrolled in a consumer behavior course offered by a school of business at a university in Seoul, South Korea. Data were collected through surveys that measured team process, lone-wolf tendencies, self-efficacy, and attitude during the course. The results show the factor of team trust had a significant negative correlation with the lone-wolf measure but a positive correlation with responsibility, communication, cognitive and social competency, and self-efficacy. Moreover, communication and responsibility were positive predictors of self-efficacy and attitude. These results imply the usefulness of identifying critical variables of individual difference, such as lone-wolf tendencies, that could lead to both dysfunctional team process and low outcomes. Based on the results, this study provides implications for structuring and managing team projects in a higher education setting.