Abstract
This article explains how shared leadership can be recognised and established in project-based learning as a situated English practice. It specifically explores the task characteristics of Cox et al.’s (2003) leadership model, which illustrates the functional relations between the procedural features of project work and its outcomes. The result of the analysis is that project work underlies the collective and highly integrative potential of the group of students, transforming them into a community of practice. The findings indicate that factors contributing to facilitating shared leadership are the interdependence of tasks between individuals driven by intrinsic motivation to act and the low complexity of tasks. The analysis also suggests that, although low complexity tasks may weaken shared leadership, they maximise relevance, thereby minimising cognitive effort. Consequently, this response strategy can help boost collaboration.
References
Angouri, Jo. 2018. Culture, discourse, and the workplace. London: Routledge.10.4324/9781351068444Suche in Google Scholar
Aubrey, Scott. 2022. Enhancing long-term learner engagement through project-based learning. ELT Journal 76(4). 441–451. https://doi.org/10.1093/elt/ccab032.Suche in Google Scholar
Auger, Pascale & Richard W. Woodman. 2016. Creativity and intrinsic motivation: Exploring a complex relationship. The Journal of Applied Behavioral Science 52(3). 342–366. https://doi.org/10.1177/0021886316656973.Suche in Google Scholar
Barak, Moshe & Muhammad Assal. 2018. Robotics and STEM learning: Students’ achievements in assignments according to the P3 task taxonomy – practice, problem solving, and projects. International Journal of Technology and Design Education 28(1). 121–144. https://doi.org/10.1007/s10798-016-9385-9.Suche in Google Scholar
Barak, Miri & Shiran Yuan. 2021. A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity 3. 100766. https://doi.org/10.1016/j.tsc.2020.100766.Suche in Google Scholar
Brundier, Katja & Arnim Wiek. 2013. Do we teach what we preach? An international comparison of problem and project-based learning courses in sustainability. Sustainability 5(4). 1725–1746. https://doi.org/10.3390/su5041725.Suche in Google Scholar
Chan, Kuo Hsu, Yuan-Chi Tseng & Ya-Ting Carolyn Yang. 2019. Promoting college student’s learning motivation and creativity through a STEM interdisciplinary PBL human-computer interaction system design and development course. Thinking Skills and Creativity 31. 1–10. https://doi.org/10.1016/j.tsc.2018.09.001.Suche in Google Scholar
Chen, Shih-Yeh, Lai Chin-Feng, Lai Ying-Hsun & Su Yu-Sheng. 2022. Effect of project-based learning on development of students’ creative thinking. International Journal of Electrical Engineering and Education 59(3). 232–250.10.1177/0020720919846808Suche in Google Scholar
Cox, Jonathan F., Craig L. Pearce & Henry P. Sims. 2003. Toward a broader leadership development agenda: Extending the traditional transactional-transformational duality by developing directive, empowering, and shared leadership skills. In Ronald E. Riggio & Susan E. Murphy (eds.), The future of leadership development, 160–179. New Jersey: Lawrence Erlbaum Associates.Suche in Google Scholar
Denis, Jean-Louis L., Ann Langley & Viviane Sergi. 2012. Leadership in the plural. The Academy of Management Annals 6(1). 211–283. https://doi.org/10.5465/19416520.2012.667612.Suche in Google Scholar
Dewey, John. 1915. Democracy and education. New York: The Macmillan Company.Suche in Google Scholar
Doppelt, Yaron. 2009. Assessing creative thinking in design-based learning. International Journal of Technology and Design Education 19(1). 55–65. https://doi.org/10.1007/s10798-006-9008-y.Suche in Google Scholar
Dym, Clive L., Alice M. Agogino, Ozgur Eris, Daniel D. Frey & Larry J. Leifer. 2005. Engineering design thinking, teaching, and learning. Journal of Engineering Education 94(1). 103–120. https://doi.org/10.1002/j.2168-9830.2005.tb00832.x.Suche in Google Scholar
Eckert, Penelope & Sally McConnell-Ginet. 1992. Think practically and look locally; language and gender as community-based practice. Annual Review of Anthropology 21. 461–490. https://doi.org/10.1146/annurev.anthro.21.1.461.Suche in Google Scholar
Eller, Jack D. [2009] 2016. Cultural anthropology. Global forces. Local lives. New York: Routledge.Suche in Google Scholar
Grabher, Gernot. 2004. Temporary architectures of learning: Knowledge governance in project ecologies. Organization Studies 25(9). 1491–1514. https://doi.org/10.1177/0170840604047996.Suche in Google Scholar
Guo, Pengyue, Nadira Saab, Lysanne S. Post & Wilfried Admiraal. 2020. A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research 102. 101586. https://doi.org/10.1016/j.ijer.2020.101586.Suche in Google Scholar
Hadgraft, Roger G. & Anette Kolmos. 2020. Emerging learning environments in engineering education. Australasian Journal of Engineering Education 25(1). 3–16. https://doi.org/10.1080/22054952.2020.1713522.Suche in Google Scholar
Han, Sunyoung, Robert Capraro & Mary Margaret Capraro. 2015. How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently; the impact of student factors on achievement. International Journal of Science and Mathematics Education 13(5). 1089–1113. https://doi.org/10.1007/s10763-014-9526-0.Suche in Google Scholar
Holmes, Janet, Meredith Marra & Bernadette Vine. 2018. Leadership, discourse, and ethnicity. Oxford: Oxford University Press.Suche in Google Scholar
Hsu, Ting-Chia, Shao-Chen Chang & Yu-Ting Hung. 2018. How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers and Education 126. 296–310. https://doi.org/10.1016/j.compedu.2018.07.004.Suche in Google Scholar
Kaldi, Stavroula, Diamanto Filippatou & Christos Govaris. 2011. Project-based learning in primary Schools: Effects on pupils’ learning and attitudes. Education 3-13 39(1). 35–47. https://doi.org/10.1080/03004270903179538.Suche in Google Scholar
Karwowski, Maciej & Baptiste Barbot. 2016. Creative self-beliefs their nature, development, and correlates. In James C. Kaufman & John Baer (eds.), Creativity and reason in cognitive development, 302–326. Cambridge: Cambridge University Press.10.1017/CBO9781139941969.016Suche in Google Scholar
Kilpatrick, William H. 1921. Dangers and difficulties of the project method and how to overcome them. Columbia: Columbia University Press.10.1177/016146812102200402Suche in Google Scholar
King, Brian. 2019. Communities of practice in language research. London: Routledge.10.4324/9780429283499Suche in Google Scholar
Kiraly, Don. 2005. Project-based learning: A case for situated translation. Meta 50(4). 1098–1111. https://doi.org/10.7202/012063ar.Suche in Google Scholar
Klimkowski, Konrad. 2015. Towards a shared curriculum in translator and interpreter education. Wrocław: Wydawnictwo Wyższej Szkoły Filologicznej we Wrocławiu.Suche in Google Scholar
Kokotsaki, Dmitra, Victoria Menzies & Andy Wiggins. 2016. Project-based learning: A review of the literature. Improving Schools 19(3). 267–277. https://doi.org/10.1177/1365480216659733.Suche in Google Scholar
Krajcik, Joseph S. & Phyllis C. Blumenfeld. 1994. Project-based learning. In R. Keith Sawyer (ed.), The Cambridge handbook of the learning sciences, 317–333. Cambridge: Cambridge University Press.10.1017/CBO9780511816833.020Suche in Google Scholar
Lave, Jean & Etienne Wegner. 1991. Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.10.1017/CBO9780511815355Suche in Google Scholar
Leal Filho, Walter, Chris Shiel & Arminda Paco. 2016. Implementing and operationalising integrative approaches to sustainability in higher education: The role of project-oriented learning. Journal of Cleaner Production 133. 126–135. https://doi.org/10.1016/j.jclepro.2016.05.079.Suche in Google Scholar
Malinowski, Bronisław K. 1923. The problem of meaning in primitive languages. In Charles K. Ogden & Ivor A. Richards (eds.), The meaning of meaning, 296–336. London: Routledge and Kegan Paul.Suche in Google Scholar
Mandi, Astola, Gunter Bombaerts, Andreas Spahn & Lambèr Royakkers. 2022. Can creativity be a collective virtue? Insights for the ethics of innovation. Journal of Business Ethics 79(3). 907–918.10.1007/s10551-021-04833-0Suche in Google Scholar
Misztal, Agnieszka. 2013. The impact of leadership on the quality management systems. In 8th Research/Expert Conference with International Participations “QUALITY 2013”, Neum, Bosnia and Herzegovina, June 6–8, 2013, 41–46. Zenica, Bosnia and Herzegovina: University of Zenica.Suche in Google Scholar
Nami, Fatameh. 2022. Developing in-service teachers’ pedagogical knowledge of CALL through project-oriented tasks: The case of an online professional development course. ReCALL 34(1). 110–125. https://doi.org/10.1017/s0958344021000148.Suche in Google Scholar
Ospina, Somia, Erica G. Foldy, Gail T. Fairhurst & Brad Jackson. 2016. Collective dimensions of leadership: Connecting theory and method. Human Relations 73(4). 441–463. https://doi.org/10.1177/0018726719899714.Suche in Google Scholar
Pearce, Craig L. & Jay A. Conger. 2003. Shared leadership: Reframing the hows and whys of leadership. London: SAGE Publications, Inc.10.4135/9781452229539Suche in Google Scholar
Schmoelz, Alexander. 2018. Enabling co-creativity through digital storytelling in education. Thinking Skills and Creativity 28. 1–13. https://doi.org/10.1016/j.tsc.2018.02.002.Suche in Google Scholar
Shekhar, Borrego. 2017. Implementing project-based learning in a civil engineering course: A practitioner’s perspective. International Journal of Engineering Education 33(4). 1138–1148.Suche in Google Scholar
Sperber, Dan & Deirdre Wilson. [1986] 1995. Relevance. Communication and cognition. Oxford: Blackwell.Suche in Google Scholar
Strukowska, Marta E. 2022. President Donald Trump’s 2020 campaign discourse: A study in anthropological linguistics. Unpublished doctoral dissertation. Wrocław.Suche in Google Scholar
Strukowska, Marta E. & Maciej Buczowski. 2022. Speech-act based legitimisation in selected inaugural speeches of British Prime Ministers. Scripta Neophilologica Posnaniensia XXII. 25–37. https://doi.org/10.14746/snp2022.22.02.Suche in Google Scholar
Sułkowski, Łukasz. 2023. Managing the digital university. Paradigms, leadership, and organization. New York: Routledge.10.4324/9781003366409Suche in Google Scholar
Szczuka-Dorna, Liliana. 2021. NAWA national project: A challenge for English medium instruction at Poznan University of Technology. In Liliana Szczuka-Dorna & Katarzyna Matuszak (eds.), English medium instruction at European universities, 9–22. Poznan: Publishing House of Poznan University of Technology.Suche in Google Scholar
Usher, Maya & Miri Barack. 2020. Team diversity as a predictor of innovation in team projects of face-to-face and online learners. Computers and Education 144. 103702.10.1016/j.compedu.2019.103702Suche in Google Scholar
Velasco, Moreno & Isabel Ma. 2023. On project based learning approach and future foreign language teachers. Human Review. International Humanities Review/Revista Internacional de Humanidades 17(1). 1–8.10.37467/revhuman.v12.4719Suche in Google Scholar
Wilson, Deirdre & Dan Sperber. 2012. Meaning and relevance. Cambridge: Cambridge University Press.10.1017/CBO9781139028370Suche in Google Scholar
Yammarino, Francis J., Eduardo Salas, Andra Serban, Kristie Shirreffs & Marissa L. Shuffler. 2012. Collectivistic leadership approaches: Putting the “we” in leadership science and practice. Industrial and Organizational Psychology-Perspectives on Science and Practice 5. 382–402. https://doi.org/10.1111/j.1754-9434.2012.01467.x.Suche in Google Scholar
Zielińska, Aleksandra, Izabela Lebuda, Zorana Ivcevic & Maciej Karwowski. 2022. How adolescents develop and implement their ideas? On self-regulation of creative action. Thinking Skills and Creativity 8(1). 52–71.10.1016/j.tsc.2022.100998Suche in Google Scholar
© 2024 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Introduction
- Striking a comfortable balance in the act of modern language teaching and learning
- Research Articles
- Shared leadership strategies for languages education. A case of project-based learning at CLC in Poznan University of Technology
- Group work and translanguaging as coping strategies for content learning in English-medium higher education contexts
- Translanguaging in content assessment: voices, experiences and practices of EMI university students
- Exploring the functions of lexical bundles in undergraduate opinion paragraphs for pedagogical use
- Influence of dynamic assessment on Taiwanese undergraduates and graduate students’ academic writing of research proposals
- Utilizing peer evaluation as a collaborative learning tool: fostering autonomy satisfaction in English presentation classes
- Enhancing speaking agility: unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills
- Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices
- U.S. students learning Czech in study abroad: motivational dynamics
- Delivering a pilot Institution Wide Language Programme (IWLP) at an Irish University: teachers’ perspectives
- Investigating the plurilingual profiles and linguistic repertoires of student language teachers: issues of SLA, multilingual assessment, and the role of L2 Italian in a localized Greek context
Artikel in diesem Heft
- Frontmatter
- Introduction
- Striking a comfortable balance in the act of modern language teaching and learning
- Research Articles
- Shared leadership strategies for languages education. A case of project-based learning at CLC in Poznan University of Technology
- Group work and translanguaging as coping strategies for content learning in English-medium higher education contexts
- Translanguaging in content assessment: voices, experiences and practices of EMI university students
- Exploring the functions of lexical bundles in undergraduate opinion paragraphs for pedagogical use
- Influence of dynamic assessment on Taiwanese undergraduates and graduate students’ academic writing of research proposals
- Utilizing peer evaluation as a collaborative learning tool: fostering autonomy satisfaction in English presentation classes
- Enhancing speaking agility: unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills
- Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices
- U.S. students learning Czech in study abroad: motivational dynamics
- Delivering a pilot Institution Wide Language Programme (IWLP) at an Irish University: teachers’ perspectives
- Investigating the plurilingual profiles and linguistic repertoires of student language teachers: issues of SLA, multilingual assessment, and the role of L2 Italian in a localized Greek context