View in EDS HTML Full Text PDF Full Text

Building effective student project teams: what has problem-solving styles got to do with it?

Saved in:
Bibliographic Details
Title: Building effective student project teams: what has problem-solving styles got to do with it?
Authors: Alegbeleye, I. Dami1 (AUTHOR) ibukun.alegbeleye@maine.edu, Friedel, Curtis R.2 (AUTHOR) cfriedel@vt.edu
Source: Journal of Leadership Education. 2025, Vol. 24 Issue 3, p290-304. 15p.
Subject Terms: *Group work in education, *Leadership training, *Cognitive styles, Group problem solving, Cooperation
Abstract: Purpose: The purpose of this study was to examine if team composition based on adaption-innovation (A-I) problem-solving styles is related to the teamwork quality and team effectiveness (TE) of student project teams participating in a [state-gifted program (SGP)]. Design/methodology/approach: A correlational design was conducted with a sample of 72 (SGP) participants, consisting of 15 project teams (n = 15), which formed three groups: (1) the homogeneous adaptive group, which consists of five homogeneous adaptive teams (n = 5); (2) the homogeneous innovative group, which consists of five homogeneous innovative teams (n = 5), and (3) the heterogeneous group (i.e. a mix of innovative and adaptive individuals), which consists of five heterogeneous teams (n = 5). Findings: A one-way ANOVA and post-hoc test revealed that team composition based on problem-solving styles is related to teamwork quality and TE. Regarding TE, both homogeneous groups (i.e. all adaptive or all innovative individuals) were more effective than the heterogeneous group. However, regarding teamwork quality, only the adaptive group had significantly higher teamwork quality than the heterogeneous group. Practical implications: We recommend that leadership educators utilize Kirton's adaption-innovation inventory (KAI) as a tool for building effective student project teams. KAI can be used by leadership educators in two major ways: to assign students to groups (as done in the current study) or for team building, where team members share their KAI scores to better understand their problem-solving preferences. Originality/value: The findings add to the literature by specifying the type of homogeneous groups (i.e. homogeneous adaptive), which may offer an advantage over heterogeneous groups regarding teamwork quality. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Leadership Education is the property of Journal of Leadership Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 189060765
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Building effective student project teams: what has problem-solving styles got to do with it?
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Alegbeleye%2C+I%2E+Dami%22">Alegbeleye, I. Dami</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ibukun.alegbeleye@maine.edu</i><br /><searchLink fieldCode="AR" term="%22Friedel%2C+Curtis+R%2E%22">Friedel, Curtis R.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> cfriedel@vt.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Leadership+Education%22">Journal of Leadership Education</searchLink>. 2025, Vol. 24 Issue 3, p290-304. 15p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Leadership+training%22">Leadership training</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+styles%22">Cognitive styles</searchLink><br /><searchLink fieldCode="DE" term="%22Group+problem+solving%22">Group problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this study was to examine if team composition based on adaption-innovation (A-I) problem-solving styles is related to the teamwork quality and team effectiveness (TE) of student project teams participating in a [state-gifted program (SGP)]. Design/methodology/approach: A correlational design was conducted with a sample of 72 (SGP) participants, consisting of 15 project teams (n = 15), which formed three groups: (1) the homogeneous adaptive group, which consists of five homogeneous adaptive teams (n = 5); (2) the homogeneous innovative group, which consists of five homogeneous innovative teams (n = 5), and (3) the heterogeneous group (i.e. a mix of innovative and adaptive individuals), which consists of five heterogeneous teams (n = 5). Findings: A one-way ANOVA and post-hoc test revealed that team composition based on problem-solving styles is related to teamwork quality and TE. Regarding TE, both homogeneous groups (i.e. all adaptive or all innovative individuals) were more effective than the heterogeneous group. However, regarding teamwork quality, only the adaptive group had significantly higher teamwork quality than the heterogeneous group. Practical implications: We recommend that leadership educators utilize Kirton's adaption-innovation inventory (KAI) as a tool for building effective student project teams. KAI can be used by leadership educators in two major ways: to assign students to groups (as done in the current study) or for team building, where team members share their KAI scores to better understand their problem-solving preferences. Originality/value: The findings add to the literature by specifying the type of homogeneous groups (i.e. homogeneous adaptive), which may offer an advantage over heterogeneous groups regarding teamwork quality. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Leadership Education is the property of Journal of Leadership Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189060765
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/JOLE-02-2024-0043
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 290
    Subjects:
      – SubjectFull: Group work in education
        Type: general
      – SubjectFull: Leadership training
        Type: general
      – SubjectFull: Cognitive styles
        Type: general
      – SubjectFull: Group problem solving
        Type: general
      – SubjectFull: Cooperation
        Type: general
    Titles:
      – TitleFull: Building effective student project teams: what has problem-solving styles got to do with it?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Alegbeleye, I. Dami
      – PersonEntity:
          Name:
            NameFull: Friedel, Curtis R.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: 2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 15529045
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Leadership Education
              Type: main
ResultId 1