Supporting Arguments for Including the Teaching of Team Competency Principles in Higher Education | Zendy

Tony Jewels | Zendy; Rozz Albon | Zendy

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Supporting Arguments for Including the Teaching of Team Competency Principles in Higher Education

Author(s) -

Tony Jewels,

Rozz Albon

Publication year - 2007

Publication title -

international journal of information and communication technology education

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.295

H-Index - 12

eISSN - 1550-1876

pISSN - 1550-1337

DOI - 10.4018/jicte.2007010106

Subject(s) - knowledge management , team effectiveness , higher education , psychology , taxonomy (biology) , teamwork , work (physics) , pedagogy , engineering ethics , computer science , engineering , management , political science , economics , mechanical engineering , botany , law , biology

For optimum workplace effectiveness in knowledge intensive industries in which principles of knowledge management need to be applied, it is necessary to take into account not only the competencies of individuals themselves but also the competencies of the teams in which they must operate. Although the incorporation of various types of group work into pedagogies is already widespread within institutes of higher education, many examples fail to embrace a rationale for, or the potential benefits of, multiple contributor environments. We present in this article arguments for including the teaching of team competency principles in higher education, supported by an original multi dimensional team competency teaching model, a taxonomy for assessing team competency levels and an example of the implementation of these principles.

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