Journal of Education for Business · 2006 · 23 citations · 13 references
ManagementEducational LeadershipLeadershipHigher Education LeadershipTeam LeadershipTeamworkClassroom OrganizationLeadership EffectivenessLeadership In GroupsLeadership OutcomesClassroom LeadershipSchool EnvironmentsStudent Leadership
Teamwork is central to business school pedagogy, yet the role of classroom leadership has received little scholarly attention and remains underdeveloped. The study investigates how different leadership modes affect classroom team performance and dynamics. The study found that emerging leaders are least effective, whereas designated and rotating leaders most effectively foster diverse team dynamics, and it highlights pedagogical and future research implications.
In business school environments, teamwork often factors into discussions about effective pedagogy. However, leadership of classroom teams has attracted virtually no attention from scholars. How teams should be led in the classroom and what kinds of outcomes different types of team leaders produce remain underdeveloped areas of inquiry. In this article, the authors present findings from a study of the relationships between leadership modes and the performance and dynamics of classroom teams. The authors found that emerging leaders are least effective, while designated and rotating leaders are most effective for fostering differing types of team dynamics. The authors also discuss pedagogical and future research implications.
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