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RESEARCH AIM The aim of this study is to provide a deeper understanding in how leadership competencies are perceived to be important for hybrid team members team performance in both, a virtual and face-to-face setting. This, to investigate how different leadership competencies could be used by a hybrid team leader to manage the hybrid teams performance. RESEARCH METHOD This study uses qualitative research method and is conducted by using exploratory research. The data for this study was collected through 10 semi-structured interviews with hybrid team members. The collected data was analysed by using a thematic analysis approach. THEORETICAL PERSPECTIVE Previous literature has been examined, where three concepts have been chosen for this study: Hybrid teams, hybrid team leadership and leadership competencies. Based on the examined literature, a conceptual framework was constructed by the authors. RESULTS Interpersonal sensitivity as a leadership competence was fundamentally important for all hybrid team members, as a strong socio-emotional relationship was required to create a desire for other competencies. The complexity of hybrid teams was evident in how virtual team members perceived leadership actions, as they felt misunderstood by the hybrid team leader and alienated from the hybrid team. CONCLUSION The hybrid team leader needs to carefully consider the virtual team members needs to mitigate their negative perception of team performance. It could be done by allowing more autonomy by practising a supportive leadership role, use one-to-one meetings for relationship building, and by giving clear guidelines. KEYWORDS Hybrid team, Virtual team, Face-to-face team, Hybrid leadership, Leadership competencies, Team performance.

While administrators, faculty and students of community colleges have embraced web-based instruction, it is essential to understand the progress and success of such instruction. The primary purpose of the study was to investigate whether there were differences in completion and passing rates between courses offered in traditional classroom and web-based instructional formats that were taught by the same instructor(s) at least once using both instructional media. The secondary related purpose was to determine whether there were differences in completion and passing rates among courses taught in different academic disciplines, including both traditional and web-based courses. The population consisted of 3,601 students enrolled in courses offered in both instructional delivery formats during the academic years 1998 through 2002. The findings demonstrated that the proportion of female students enrolled in identical courses offered in the web-based format was higher than the proportion of their male counterparts enrolled in the same instructional format. Approximately two-thirds of the students enrolled in courses offered via the web-based format in this study were 23 years and older as compared with students 22 years and younger. Differences in both completion and passing rates were found between the traditional and web-based formats. In both instances the rates for traditional instruction were higher. When course grade point averages (GPAs) were compared in both formats, courses offered in the traditional classroom setting had higher mean GPAs as compared with the mean GPAs of identical courses taught by the same instructor or instructors in the web-based delivery method. Regarding differences among academic divisions, for the courses offered in the traditional format, no differences in the mean course completion rates were found. However, there were differences for identical courses offered in the web-based format. The study's findings revealed that there were differences in the mean passing rates for courses offered in traditional format. When the GPAs were compared among the seven academic divisions, differences were found for courses offered in the traditional format. Despite no differences found in course completion rates between younger and older students in web-based instructional format, significant differences were found in identical courses offered in the traditional setting.

AIM: Proper advisement of students about their programs of study requires knowledge of the applicants and confidence that the recommended curricula will lead to success via graduation and certification. . BACKGROUND: Two important strategies to deliver master of science in nursing (MSN) curricula include online and face-to-face (F2F) formats. . METHOD: A nonexperimental, descriptive study of archival data was used to examine and compare the characteristics of F2F and online MSN applicants, admitted students, and graduates as well as family nurse practitioner (FNP) certification pass rates at one eastern Tennessee college of nursing. Administration and FNP concentrations were studied. . RESULTS: The average applicant grade point average (GPA) was higher for the F2F format but no difference in the average admission GPA was found between formats. The online students had more years of RN experience than the F2F students. . CONCLUSION: No significant difference was found between graduating GPAs or FNP certification pass rates.

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