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Home » SoTL Research » Understanding Working Relations
Through Collaborative Work

Understanding Working Relations
Through Collaborative Work

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Paradoxical Personality and Academic Achievement in College Students From Buenos Aires Major Changes: Personality, ability, and congruence in the prediction of academic outcomes The Dark Triad across academic majors Personality characteristics and choice of academic major: Are traditional stereotypes obsolete? Big Five personality group differences across academic majors: A systematic review Personality, academic majors and performance: Revealing complex patterns Inquiry-based learning and e-mentoring via videoconference: A study of mathematics and science learning of Canadian rural students E-Mentoring For Professional Development Of Pre-Service Teachers: A Case Study Faculty Mentors' Perspectives on E-Mentoring Post-Professional Occupational Therapy Doctoral Students Case study of online workshop for the professional development of teachers Investigating PETE majors’ perceptions of lesson study as a capstone experience Undergraduate Computing Projects — an Investigation into the Student Experience Good undergraduate dissertation supervision: Perspectives of supervisors and dissertation coordinators Students' Experiences of Undergraduate Dissertation Supervision Student and Staff Perceptions of Key Aspects of Computer Science Engineering Capstone Projects How Valuable Are Capstone Projects for Community Organizations? Lessons from a Program Assessment Supervision Typology in Computer Science Engineering Capstone Projects Negotiating the Client-based capstone experience The Value of Capstone Projects to Participating Client Agencies Optimizing learning in project-based capstone courses Are Our Students Prepared? The Impact of Capstone Design Pedagogical Approaches on Student Skill Development During Industry-Sponsored Fieldwork Real world projects, real world problems: Capstones for external Clients Effects of the Meetings-Flow Approach on Quality Teamwork in the Training of Software Capstone Projects Using wikis to investigate communication, collaboration and engagement in Capstone engineering design projects Cooperative Learning Instructional Activities in a Capstone Design Course Designing Project-Based Courses with a Focus on Group Formation and Assessment The importance of multidisciplinary teamwork and team climate for relational coordination among teams delivering care to older patients The impact of diversity, prior academic achievement and goal orientation on learning performance in group capstone projects Solving Real World Problems With Alternate Reality Gaming: Student Experiences in the Global Village Playground Capstone Course Design Experiential Exercise in Team Formation in the Capstone: Providing Students With the Information to Make Good Team Choices Improving Student Teamwork in a Collaborative Project-Based Course Investigating Teaching Leadership in the Capstone Marketing Course An assessment of predictors of student peer evaluations of team work in the capstone campaigns course The influence of personality and ability on undergraduate teamwork and team performance Survey Tools for Faculty to Quickly Assess Multidisciplinary Team Dynamics in Capstone Courses
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  • “Significant differences were verified for Humility-Pride, favouring the Engineering and Computer Science group compared to the Nutrition... one. Individuals showing this pair use to be ambitious and aggressive being, in addition, capable to subordinate their own interests to the group.” (p.608) “Regarding the Humility-Pride pair, Psychology students seem to be ambitious and individualist, being in the disposition to subordinate their personal interests to benefit the group at the same time.” (p.609) “As for results obtained by the analyses of differences by major, History of Art students distinguished significantly in the Suffering-Pleasure dimension, overcoming Engineering and Psychology, and surpassing even more Computer Science students.” (p.607)

  • “Students in the arts/humanities majors were high in openness to experience, business students scored lowest in emotionality, science students ... scored low in extraversion, and helping/child-focused students scored high in honesty– humility, extraversion, and emotionality.” (p.80) “As compared to other students, business students reported lower levels of honesty–humility and emotionality, and higher levels of extraversion. Science majors showed strong interests in analysis and organization, higher levels of conscientiousness, high scores in math ability, and reported the lowest levels of extraversion.” (p.84)

  • “The Dark Triad traits (i.e. narcissism, psychopathy, and Machiavellianism) have been associated with the desire for power, status, and social ... dominance in the workplace, and these desires have been hypohtesized to draw Dark Triad individuals towards occupations affording such outcomes...Economics/business students had high Dark Triad scores and psychology students had the lowest Dark Triad scores.” (p.86)

  • “International business majors score significantly higher in achievement motivation than any other majors, and computer information systems ...(CIS) students score significantly lower than any other majors...Accounting majors score significantly higher in conformity than any other majors, CIS students are statistically the second highest, and economics students score significantly lower than any other majors, with international business students second lowest...Marketing majors score significantly higher than any other majors on extroversion, international business and hospitality and tourism management majors are statistically tied for the second highest; CIS students are lowest, followed by accounting.” (p.137-138)

  • “The results from the present review indicate that substantial personality group differences across academic majors exist...Consistent findings ...across studies were that students of arts/humanities and psychology scored high on Neuroticism and Openness; Students of political science scored high on Openness; students of economics, law, political science and medicine scored high on extraversion; students of medicine, psychology, arts/humanities, and sciences scored high on Agreeableness; and students of arts/humanities scored low on Conscientiousness.” (p.1)

  • “Arts/humanities students scored significantly higher on Agreeableness (than law and economics students), neuroticism (than medicine ... and economics students), and openness (than medicine, law, economics, and science students), and lower on Conscientiousness (than medicine and psychology students)...Economics students scored significantly lower on Agreeableness (than medicine, psychology, science, and arts/humanities students) and Neuroticism (than psychology and arts/humanities students)...Science students scored significantly lower on Extraversion than all others.” (p.71)

  • “Results showed that IBLE had enhanced students’ learning, most significantly on their affective development, including increased span ...motivation, broadened understanding, and augmented career awareness.” (p.729) “The results of this study show that VC supported e-mentoring was at least as effective as regular mentoring.” (p.747)

  • “It was seen that the e-mentoring program had positive influence on their professional development besides the formal education given to ...the participants. The e-mentoring program helped students, academicians and graduates share their knowledge and experience with each other and develop their social networks. The participants had the opportunity to view their career as a whole and received guidance regarding the career processes.” (p.76)

  • “The mentors reported that the e-mentoring experiences most commonly encouraged the students to provide professional presentations, ... engage in research activities and publish professionally. They also felt that the mentees were more willing to provide professional presentations, take on professional association roles or responsibilities and seek out other mentors” (p.314)

  • “Most participants claimed to have benefited emotionally and intellectually from using telecommunications networks for professional ...development and support.” (p.733)

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