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Exploring the paradoxes and tensions encountered by business faculty teaching teamwork in a changing academic environment
Journal article   Peer reviewed

Exploring the paradoxes and tensions encountered by business faculty teaching teamwork in a changing academic environment

L. Riebe, C. Whitsed and A. Girardi
Higher Education Research & Development
2021
DOI: https://doi.org/10.1080/07294360.2021.1979939
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Abstract

The contemporary university is now characterised as a complex working environment wherein faculty must negotiate increasing demands for accountability, performativity, and productivity. A multiplicity of expectations adds to this complexity. Specifically, expectations set by employers in developing ‘work-ready’ graduates have compelled faculty to negotiate interdependent contradictions that focus on developing employability skills alongside technical skills. This qualitative study reports on the lived experiences of 30 business school teaching faculty, negotiating tensions as they relate to the teaching of one type of employability skill: teamwork. Paradox theory is appropriated to better understand how faculty perceive their professional environment and practices related to teamwork pedagogy. The findings reveal that faculty navigate the performing/learning, performing/organising and performing/belonging paradoxes of teamwork pedagogy by passively suppressing tensions or through proactive acceptance strategies.

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60 Record Views
4 Times Cited - Web of Science

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Collaboration types
Domestic collaboration
Citation topics
6 Social Sciences
6.3 Management
6.3.343 Organizational Theory
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
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