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Constructieve conflicten tijdens vergaderingen in het hoger onderwijs

Hagens, I.H. (2016) Constructieve conflicten tijdens vergaderingen in het hoger onderwijs.

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Abstract:Teams are an important source of learning and performing work within organizations and team learning is an important predictor of a team’s performance/team performance. Constructive conflict is part of the team learning and is seen as one of the most important team learning processes. The aim of this study was to gain more insights into how constructive conflicts are built up. This has been done by analyzing five team meetings of different teacher design teams of University Twente. The meetings are coded by means of: the communicative functions, the team learning processes, conclusions, inter-team learning, and subjects. Results show that within constructive conflict there is no unambiguous structure. Constructive conflict that contained a ‘cooperation’ are likely to lead to a decision, whereas constructive conflicts that contained an ‘opposition’ are more likely to lead to acceptation. Furthermore, this study revealed that inter-team learning plays an important role in sharing ‘helpful information’ within constructive conflict. The results of this study suggest that there might be more than one form of constructive conflict. Further research is needed to confirm these findings in a larger number of constructive conflicts and in a different context.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/69987
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