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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.

This study aims to determine whether university students are successfully acquiring or improving skills related to teamwork through a variety of extra-curricular activities, such as sports, music, volunteering, international group work experiences and professional practices.

Descriptive statistics have been calculated to evaluate the normal behaviour of the variables. Accidental sampling was used via a cross-curricular study with a quasi-experimental design. An analysis of means was performed using the Student's t-test.

The results show the students to have highly developed interpersonal and communication skills, followed by adaptation and decision-making skills. The lowest scores corresponded to coordination and leadership skills. On the other hand, a significant correlation was established between extra-curricular activities and the acquisition of essential teamwork skills.

This study can confirm the important relation between extra-curricular activities and the acquisition of the teamwork skills that play a vital role in the overall development of our students, as well as for their integration into the job market, with particular emphasis on the acquisition of leadership skills which students are most lacking in, but which have shown to improve with any of the proposed activities. The promotion of the extra-curricular activities by the University, could greatly support our students' soft skills acquisition and complement their education.

The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork.

A three‐phase approach to teaching teamwork was introduced. Tuckman's model of team development was explicitly taught and used as the conceptual framework for the student teamwork process. Assessments were constructively aligned to address team skills and engage students in team processes. A questionnaire was developed to guide team member expectations of teamwork. Two online surveys tracked the development of student team skills and were used in feedback loops for student learners and facilitators. The use of reflective weblogs provided insights to student perspectives.

Student engagement in teamwork was aided by the use of team surveys to assist students to explicitly make connections with the generic skills underpinning effective teamwork and a questionnaire to establish team norms. The teaching strategies employed developed a greater level of awareness in students, contributing to the development of their team skills.

The student experience of working in teams can be enhanced by providing a clear, conceptual framework for developing team skills. The teaching practices implemented can be replicated and address student perceptions of working in teams in order to effect positive change and develop transferable team skills.

The case study highlights the applicability of explicitly teaching team skills to positively enhance the student experience in a unique generic skills programme.

The ability to work effectively in a team is highly regarded by employers of accounting graduates, yet they have expressed concern that many university graduates lack teamwork skills. Furthermore, in the context of the accounting curriculum, a “conceptual vagueness” surrounds a workplace-relevant definition of teamwork. Drawing on the theoretical perspectives of the healthcare sector where teamwork skills are required to be taught and assessed as part of accreditation processes, this study investigates what teamwork means from the perspective of accounting employers.

Semi-structured interviews were conducted with a purposive sample of employers to acquire descriptions of teamwork observed from graduate recruits. Using an analyst triangulation process, resulting teamwork items were analysed and emerging themes were identified.

Teamwork in accounting work contexts were identified, confirmed and explained. Mapped against the healthcare teamwork theories, many teamwork items from the interview analysis clustered around the mutual support competency and the dimensions of traits and motives.

The study was restricted to employers collaborating in one university’s placement program. Further research could investigate more diverse employer groups, determine importance ranking of identified teamwork themes and seek explanations for differences among different employer groups.

An enhanced description of teamwork is significant in supporting student awareness and informing teaching innovations/assessments of this generic skill in the accounting curriculum.

The paper provides a unique contribution of evidence-based descriptions of teamwork expected of accounting graduates, thus addressing conceptual and practical ambiguity of the meaning of teamwork skills in the accounting profession.

This paper aims to apply the inventory – Comprehensive Assessment of Team Member Effectiveness (CATME) to examine the development of teamwork skills among freshmen from the Chinese Mainland through a cooperative learning activity (group project) in the context of Hong Kong.

The questionnaire survey was conducted twice, at the beginning (pre) and end (post) of the group project; qualitative interviews were undertaken after their project completion.

It was found that, except for Category 5 (having relevant knowledge, skills and abilities), the post mean scores in all items of other four categories declined, because students’ Chinese Mainland backgrounds led to their different understanding toward teamwork, as unveiled by the qualitative interviews. However their project completion enabled them to acquire the relevant competencies, causing the rise in the mean scores of Category 5.

Limited by the small sample size and American-driven CATME, this study did not observe the significant improvements in students’ self-reported evaluation of teamwork. There should be more applications of this instrument into the Asian and Chinese contexts for having it adapted to different national and cultural situations.

As a gap observed in Chinese Mainland students’ understanding to teamwork, overseas education institutions can incorporate this for curriculum development.

As a pioneer work in applying the CATME in the Chinese Mainland situation, this study implied a significant room for such kind of inventories mainly originated from west to incorporate the diverse national and cultural characteristics.

The purpose of this study is to describe and evaluate the implementation of an online self and peer assessment model (SPARKPLUS) to assess team work skills of accounting students.

This study describes the background and implementation of SPARKPLUS and employs a survey questionnaire administered to students enrolled in an undergraduate company accounting subject before and after the implementation of the model. The survey results and selected qualitative data are used to evaluate students' attitudes to group work and the impact of SPARKPLUS.

The study suggests that students understand the benefits of group work activities in developing their technical knowledge in company accounting. However, students do not appreciate the value of group work activities in developing generic skills or how SPARKPLUS supports group work activities.

Professional and accreditation bodies require evidence of teaching and learning activities and assessment of team work skills during the students' undergraduate accounting degree. This study demonstrates that students require significant teaching and learning activities in relation to team work skills and the assessment model for successful implementation.

This study makes an original contribution to the accounting education literature pertaining to assessment of team work skills in two respects. First, the study outlines the design, implementation and preliminary evaluation of an online self and peer assessment model in an undergraduate company accounting course. Second, preliminary evidence concerning the impact of this model on group work activities and team work skills is provided.

Presents the findings of research that aimed to develop a better understanding of the skills required in teamwork in British university libraries and the best ways of developing these skills. The fieldwork for the project used a qualitative approach and interviews were conducted with members of a sample of teams from four “new” university libraries. The teams studied were found to be leader focused and the most frequently cited examples of good teamwork tended to depend on attitudes rather than skills. Communication was seen as a key skill, but task centred skills such as decision making were more important in working parties than in permanent teams. Suggested areas for attention include leadership training, staff selection, communication with part‐timers and the skills of open communication. Three of the four libraries had provided training in teamwork. Participants’ reactions to this are considered and tentative comment is offered on such matters as the relevance and objectives of training and the value of training for individual teams.

This study empirically examines a model that describes the direct path from perceived understanding of supply chain integration (PUSCI) to perceived understanding of supply chain responsiveness (PUSCR) to leverage supply chain manager's communication and teamwork competencies. This study also examines whether knowledge and task skill and proficiency mediate the relationship between PUSCI and PUSCR to improve the communication and teamwork competency of a supply chain manager.

The data were collected using a survey questionnaire that was mailed to the 413 supply chain managers of global manufacturing companies in Indonesia.

The result from model testing shows that PUSCR significantly and positively affected the communication and teamwork competency of supply chain manager and knowledge, task skill and proficiency as mediating variables improved communication and teamwork competency. The results found that PUSCI was related to supply chain manager's competency.

Supply chain managers are advised to focus on PUSCI and consistently improve effective communication and teamwork competency.

This study will extend the literature by utilizing the competency-based theory to investigate the perceived understanding and communication capabilities of supply chain managers.

The purpose of this study was to take a fresh look at how well instruments commonly used to calibrate teamwork skills reflect the reality of today’s workplace. Given the number of teamwork skills instruments that have been available for many decades, the question was, why still are so many workplace teams not successful?

This practitioner exploration identified insights from a small group of experienced Indian managers on what makes a successful team. It compares these insights to the dimensions identified in one readily available practitioner-developed teamwork skills instrument and to those characteristics identified in the literature.

The match was less than perfect between the criteria these experienced managers used to predict team success and the combination of the dimensions in the literature and what the tool measured. Analysis indicated these managers felt that successful teams indeed required good communication among members (as identified in the literature), but they added the specificity that the element of communication characterized as effective listening was a key contributor to team success. Additionally, they did not just exhibit effective conflict resolution techniques (as identified in the literature), but also relied upon debate, discussion, flexibility, trust and cohesiveness. The findings also suggested the importance of understanding each other’s strengths and weaknesses and of giving credit, which were not included on the instrument used.

Given the growing importance of diverse international teams and the continued high failure rate of many teams, there is a need to take a fresh look at evaluating insights of successful team members using the additional lenses of culture, technology-enhanced communications and distributed work approaches. These insights should be compared to those skills that have been historically measured by instruments commonly used to calibrate teamwork skills and described in the literature. If the measuring tools are accurate, why do so many teams fail? If instruments are to be useful in guiding improvement of teamwork skills, they need to calibrate the specific skills that differentiate success from failure in today’s real world.

This paper aims to explore the nature and the function of teamwork cohesiveness in organizations in the UAE.

While many organizations are successful at managing the materials and machinery of the organization, they fall short in managing the human side of their business. This research addresses and assesses how teams can progress to be of maximum use through teamwork and to view teams as performing organizational units which is similar to other studies that focus on teamwork processes. Teamwork cohesiveness is defined as a small number of people with complimentary skills who are committed to common purposes, performance goals, and approaches for which they hold themselves mutually accountable. These include being a team player with participation propensity, cooperative behaviors, and leadership skills. A model was tested, relating teamwork cohesiveness with intelligence and skills; reduce conflict, and 2D of organizational commitment, i.e. value, and performance. Survey data from 76 teams (n=294) were collected in three industrial institutions in the UAE.

The results are supportive of a multi‐component structure for cohesiveness and of its importance to the functioning of teams and organizations. Teamwork cohesiveness appeared strongly related with team member's attitudes towards the organization. Cohesiveness between team members was positively associated with value commitment and negatively with performance commitment. In addition, intelligence and skills appeared strongly related to team satisfaction.

The paper offers insights into cohesiveness within teamwork.