#11036. Exploring the paradoxes and tensions encountered by business faculty teaching teamwork in a changing academic environment

September 2026publication date
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Education;
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Abstract:
Expectations set by employers in developing ‘work-ready’ graduates have compelled faculty to negotiate interdependent contradictions that focus on developing employability skills alongside technical skills. This study reports on the lived experiences of business school teaching faculty, negotiating tensions as they relate to the teaching of one type of employability skill: teamwork. Paradox theory is appropriated to better understand how faculty perceive their professional environment and practices related to teamwork pedagogy.
Keywords:
cost–benefit reasoning; faculty; higher education; paradox theory; Teamwork pedagogy

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