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The purpose of this research is to determine whether Iranian student attitudes toward teamwork are relatively favorable or unfavorable. The authors also examine the influence of variables that affect student attitudes toward teamwork, including concerns about teamwork evaluation and perceptions of the environment for teamwork, gender, age, GPA, education level, major, and teamwork training.

A questionnaire developed to measure the study variables was administered to 1,811 students across different majors in three large Iranian universities.

The results indicate that Iranian students have moderately positive attitudes toward teamwork, contrary to the prevalent belief that Iranians are not much interested in teamwork. The results indicate that Iranian students are concerned about how teamwork is evaluated. They believe that the environmental facilities at their universities for teamwork are weak and not supportive. Structural equation modeling showed that student concerns about teamwork evaluation and their perceptions of environmental facilities influence their attitudes toward teamwork. Positive teamwork attitudes are moderately reinforced when students are less concerned about evaluation and when the physical facilities support teamwork activities. Further analysis showed that male students have a slightly better attitude toward teamwork than women.

The findings are valuable to practitioners who may employ current students in the future, and to instructors who plan to include teamwork in their course assignments.

This study was designed to fill the void in the knowledge about Iranian student attitudes toward teamwork and variables that influence this attitude.

Challenges of teamwork in online classes may adversely affect students’ future attitudes toward teamwork. Further, there is a concern about whether online programs foster students’ teamwork skills. To answer these questions, the purpose of this paper is to compare online and face-to-face students’ attitudes toward teamwork, interest in learning teamwork skills and teamwork self-efficacy.

The authors developed a conceptual model explaining how students’ background, engagement in learning teamwork, teamwork self-efficacy and interest in learning teamwork affect attitudes toward teamwork and rigorously tested the model for a meaningful comparison between online and face-to-face students. Attitudes toward teamwork, teamwork interest and teamwork self-efficacy of 582 online and face-to-face students who attend the same academic program were compared.

The results suggest that online students have less positive attitudes towards teamwork compared to face-to-face students although online students have a higher level of teamwork self-efficacy. Therefore, online students’ relative less positive attitudes toward teamwork cannot be explained by the lack of engagement, teamwork skills or interest.

The homogeneity of the sample population is one of the limitations of the paper although it provides the opportunity for a comparative study of online and face-to-face students by controlling the majors.

Instructors should evaluate the appropriateness of team assignments while incorporating teamwork in online classes.

Concerns about online teamwork are discussed but have not been rigorously investigated in the literature. The authors conducted a comprehensive study involving 582 undergraduate students. The findings of this paper suggest that new approaches are needed to incorporate teamwork in online classes. The results also show that importance of building teamwork self-efficacy.

The business sector has created a need for higher educational institutions to prepare students to be effective team players. Responding to this need, higher educational institutions have been using different forms of active learning as methods to promote teamwork among students and enhance their learning. Results from such initiatives have shown that students recognize that the teaming experience improves their interpersonal skills, yet they still prefer work individually. Attitude originated from negative team experiences. The purpose of this study was to determine what relationship exists between individual attitudes toward teaming and the presence of characteristics deemed essential for an effective team. The study suggests that when mature communication, accountable interdependence, psychological safety, common purpose, role clarity and clear goal are present during the process of teaming, the experience will have a positive effect on individuals' attitude toward teamwork.

Collaboration among professionals is essential for effective patient care, but gender stereotyping and discrimination practices in the health care environment may hinder effective teamwork. This study aims to investigate professional attitudes toward teamwork in a psychiatric setting with a particular emphasis on gender. The paper examines gender differences in attitudes among all professionals on a team and identifies gender differences among professionals within the same speciality, with particular attention to doctors and nurses.

Data were collected in the mental health hospital of Attiki, Greece. In total, 151 doctors, nurses and allied health professionals completed a self‐reported questionnaire.

The paper finds that females appear to be more receptive to teamwork: all doctors have similarities in their attitudes toward teamwork, but females reported stronger agreement on the values and culture of the team. Several differences appeared in male and female nurses' attitudes toward teamwork. The stereotype of nursing as a female occupation was found to affect male nurses' job satisfaction and decision‐making process, creating a barrier to effective collaboration.

The sample had few subgroups and self‐reporting questionnaires may not reflect participants' attitudes in real situations.

The study describes important aspects of gender stereotyping in the health care environment and adds to the literature on professional teamwork and communication.

Businesses have increasingly relied on educators to train students on teamwork skills that are valuable in a highly competitive marketplace. But what are students actually getting from these initiatives? Are they seeing the linkage between teamwork skills and goal accomplishment? Are they developing positive attitudes toward teamwork? What skills are they learning from their teamwork experiences?

This study investigated the relationship between student team member outcomes and the team activities that they engage into achieve these outcomes. Students were surveyed using items developed from a taxonomy of team processes found in the management literature, and measures of goal attainment, satisfaction and learning.

Results show that students derived different outcomes when practicing specific team process activities. Students who engaged in transition and action processes perceived that their goals were accomplished through teamwork. Those who engaged in transition and interpersonal tasks developed a more positive attitude toward teamwork and felt that they learned significantly from their teamwork experience.

This study is meant to help educators fine‐tune their understanding of the linkages between teamwork skills and team performance outcomes in student team projects so that they can structure the teamwork experience more effectively. The reader, however, is reminded that the findings were obtained in the context of student team projects.

Unlike most of the past research on team processes and outcomes, this study examined which team processes are linked to each of several team performance dimensions.

As group work is becoming more common in the classroom, teamwork as an andragogical tool continues to be problematic for students in management programs. The purpose of this paper is to determine how university students perceive teamwork and to identify teamwork problems along with potential solutions.

A triangulation mixed-methods approach was used. In study 1, qualitative data were gathered from a focus group comprising nine students. In study 2, quantitative data were gathered from an online survey completed by 127 students.

The data were analyzed using content analysis and ordinary least squares regression. The results indicated that free-rider experiences and peer evaluation are two key areas in determining dissatisfaction with teamwork. Teamwork challenges may be addressed via knowledgeable team leaders who balance task and relationship styles, equitable workloads, smaller team sizes, anonymous peer evaluations and the effective use of technology.

The findings are valuable to educators at tertiary-level institutions who utilize teamwork as an andragogical tool.

This study was designed to deepen understanding of university students' dissatisfaction with teamwork in Trinidad and Tobago and provide andragogical improvements that can be implemented to enhance the students' teamwork experience.

The pace of organizational and environmental change seems to demand that such professional organizations as CPA firms become learning organizations in order to compete adequately with other firms. The flattening out of traditional hierarchical structures within organizations argues that traditional mentoring and supervisory structures may be inadequate for fostering needed individual learning and personal learning. One effect of the lack of such learning may be increased role stress, job burnout, loss of commitment to the organization, intention to leave, and diminished job satisfaction. Using a sample of 440 accounting professionals from major CPA firms in several regions of the USA, studies the ability of team social interaction processes within work teams to foster the personal, organizational, and team‐source learning, and also to influence attitudinal outcomes directly and indirectly. Also examines whether personal learning, organizational socialization and team‐source learning mediate the impact of team social interaction process on attitudinal outcomes. Uses a hierarchical regression‐based test to evaluate our hypotheses. The results supported our expectations. A structural equation modeling test of the model showed that organizational and personal learning mediated the relationship between team social interaction processes and the attitudinal outcomes, but team‐source learning did not.

This chapter examines group communication in medical teams through psychological safety and simulation training research. Research has shown that medical teams are challenged by established hierarchies, power/status differences, temporal stability, changing team memberships, and deeply held beliefs that emphasize individual responsibility. A review of 47 studies (29 psychological safety, 18 simulation) was conducted to understand key findings in relationship to group communication. Results indicate that team leadership promotes team psychological safety, voice, and relationship quality while status differences and hierarchy continue to affect psychological safety within medical teams. Simulation training facilitated interprofessional relationships, attitudes toward teamwork, self-efficacy, and group communication. The findings of this review suggest that psychological safety may be developed through simulation training. The quality of patient care is improved when all members of medical teams have the ability and motivation to communicate effectively.

In light of contradictory research findings, the purpose of this paper is to examine the moderating effects of team setting (face‐to‐face or online) on the relationship that team member affect and interaction processes have on individual team source learning, and at the team level on the relationship between group cohesiveness and perceived team performance.

Students enrolled in graduate level organizational behavior classes at a large university in the southeastern United States responded to the survey. The final sample included 79 students in 21 on‐campus teams and 97 students in 26 online teams. All classes surveyed required a detailed team project. Tests of the moderator hypotheses were conducted using hierarchical linear multiple regression.

Team setting moderated the relationship that member teamwork orientation and member social interaction had on individual team‐source learning; the relationships were stronger in online teams.

The results have implications for teams in a variety of settings since the team composition and nature of the work conducted by student teams are similar to that in Western organizational contexts. To avoid possible conflicts that impede learning and performance in online teams, administrators should ensure that team members are chosen carefully and give members a strong reason for being on the team.

This paper extends the model examined by Williams et al. to include member social interaction and consider the context in which teamwork occurs and its effects on personal learning and team performance.

The study aims to examine the mediating effect of psychological well-being (PWB) on the relationship between teamwork skills and student engagement (SE) in higher education institutional setups.

The study used a triangulation mixed-methods approach. Data were collected from final-year students pursuing post-graduation and graduation in private colleges in India. In the main study, quantitative data was gathered from 276 students through a survey. The relationship among the variables-teamwork skills, SE and PWB was empirically validated through path analysis; mediation was also conducted. In the auxiliary study, qualitative data was gathered through focus group sessions and was analyzed using thematic analysis.

Results depicted that teamwork skills positively predict students' engagement with their academic program. Additionally, PWB partially mediates the relationship between teamwork skills and SE.

The study was conducted to expand understanding of aspects related to promoting students' engagement in HEIs in Delhi and Haryana through being attentive toward teamwork skills development and through taking care of students' PWB.