Promoting Creative Tension Within Collaborative Writing Groups

Ewald, Helen Rothschild; MacCallum, Virginia

doi:10.1177/108056999005300205

Cited by 7 publications

(6 citation statements)

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“…Some of these problems include personality differences and unresolved emotional issues, such as differing personal needs, work styles, and agendas. Ewald and MacCallum (1990) discussed the tension that exists between the individual and the group in collaborative writing exercises. This tension can be both positive and negative because individual traits can influence group dynamics.…”

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confidence: 99%

Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

Winter

Neal

1995

Business Communication Quarterly

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Understanding student perceptions of group work should help educators prepare students to be effective group members in the classroom and at work. This study ascer tained student perceptions of their learning and achievement in group situations. The following correlations were determined: (a) There was a relationship between student grades and perceptions of the writing quality as well as perceptions of the amount learned about group processes; (b) there was no correlation between grades and student opinions of the quantity of work achieved, the type of person who hindered the group the most, and whether the student enjoyed the group work.

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confidence: 99%

Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

Winter

Neal

1995

Business Communication Quarterly

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“…Other benefits that industry practitioners attribute to use of teams include promotion of creative tension (Ewald and MacCallum, 1990) and stress reduction, less isolation, better flow of information, and more cooperative spirit (Cox, 1989).…”

Section: Teams In Industrymentioning

confidence: 98%

Approaches to Teaching Freedom of Expression: Industry's Team Approach to Classroom Projects

Jolliffe

1991

The Journalism Educator

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“…I am suggesting that they be introduced to the theory regarding academic organizations (Bensimon, Neumann, and Birnbaum, 1989;Bergquist, 1992;Birnbaum, 1988;Green 1988bGreen , 1988cMashland, 1985;Tierney, 1988Tierney, , 1990, including shared decision making (Bensimon, 1991;Mortimer and McConnell, 1978;Neumann, 1991;Powers and Powers, 1984;Yamada, 1991). In fact, the literature on collaborative group work in the classroom could be consulted profitably to gain insights into group processes (Ewald and MacCallum, 1990;Flower and Ackerman, 1994;Flower, Wallace, Norris, and Burnett, 1994;George, 1984;Higgins, Flower, and Petraglia, 1990;Hulbert, 1994;Jehn, 1997;Nelson and Smith, 1990;Plowman, 1993). That literature, which is taken largely from publications on collaborative writing (Speck, Johnson, Dice, and Heaton, 1999), is especially useful because groups are often called on to produce documents recommending certain actions.…”

Section: What Professors Domentioning

confidence: 99%

The role of doctoral programs in preparing faculty for multiple roles in the academy

Speck

2003

New Drctns Hghr Edu

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A persistent and pressing problem in higher education is the "us versus them" mentality between faculty and administrators. Thus, when a faculty member takes an administrative position, the transition from faculty member to administrator is often labeled "going over to the dark side," and the nervous laughter that ensues after the administrative label is affixed to the newly appointed administrator reinforces the uneasiness that faculty friends feel toward their former colleague.Although the tension between faculty and administrators can have a healthy dimension (promoting the advice and consent of shared governance), by and large the tension is unproductive because it is based on misunderstandings about what the mission of higher education is and what roles faculty and administrators play in fulfilling that mission. Much of the animus could be greatly diminished if faculty were given the opportunity to learn about higher education administration before they become faculty members. Indeed, insights into higher education administration could help prepare future faculty members to be not only more effective faculty members but also more effective administrators. I assert that faculty members qua faculty members are often engaged in various administrative duties and should be prepared to perform those duties. Faculty members qua administrators extend that engagement to full-time work, and therefore formal preparation for administrative duties can have a double function of preparing academics to be effective as academics and as administrators. I propose that doctoral programs, which are the font of aspirants to tenure-track

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Promoting Creative Tension Within Collaborative Writing Groups

Cited by 7 publications

References 0 publications

Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

Approaches to Teaching Freedom of Expression: Industry's Team Approach to Classroom Projects

The role of doctoral programs in preparing faculty for multiple roles in the academy

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