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ITC/USA 2014 Conference Proceedings / The Fiftieth Annual International Telemetering Conference and Technical Exhibition / October 20-23, 2014 / Town and Country Resort & Convention Center, San Diego, CA / The Mars Rover Design Team at Missouri University of Science and Technology developed a multifunctional rover for the Mars Society's University Rover Challenge. The main processor of the rover controls various rover subsystems based on commands received from a base station, acquires data from these subsystems, collects primary location and environmental data, and transmits information to the base station. The methodology and technical design of the processor hardware and software will be described in the overall context of the collaborative team development. The paper will also discuss the process, challenges and outcomes of working with limited resources on a student design team.

Teams have become increasingly popular in organizations (Devine, Clayton, Philips, Dunford, & Melner, 1999), and the issue of process loss in teams presents a persistent challenge to teamwork and team effectiveness (Karau & Williams, 1993). The present study addresses a basic issue in process loss; namely, team member motivation to contribute personal resources toward individual and team-level goals. This study identified three sources of motivation in teams: Task demands, team attributes, and member traits. Individual motivation increased with task difficulty, increased as deadlines approached, and declined overall with time on task. Team efficacy was positively associated with episodic increases in motivation over time, while cohesion was unrelated to motivation. Trait motivation was positively related, and psychological collectivism negatively related to individual motivation. This relationship persisted over the lifespan of the team. The results of this study have implications for understanding the unique and joint role of individual and contextual influences on team member motivation over time and experience.

We provide a framework for understanding managerial implications of multinational teams. In addition to context, four major categories of variables have a determining influence on multinational team performance: universal values, norms of behavior, perceptions of others and self, and personality traits. Size of teams, kind of task, learning opportunities, power and interests change the effects of these variables. Of particular importance is the team implementation process, which can neutralize adverse effects of wrong perceptions, helps to establish team norms and, thus, contributes to success of multinational teams. (author's abstract) / Series: EI Working Papers / Europainstitut

The concept of industry transferring work to academia is developed and studied using multiple cases at three different university research sites. Industry sometimes partners with academia specifically to have academia perform work with certain equipments or obtain knowledge for the purpose of process, product or knowledge development. The term "non-traditional" technology transfer is introduced to describe this activity. Case studies using research faculty and their students as well as industry partners were conducted at two Engineering Research Centers and an engineering department of a relatively smaller institution that has developed an engineering clinic approach to research. The literature drawn upon includes: historical perspectives of the academia-industry technology transfer arena (including the Bayh-Dole Act of 1980), trends, the relationship between academic capitalism and technology transfer and the role played by technology transfer in environmental research. Findings of this study indicate that industry has, in some cases, chosen to have their collaborative research team partners accomplish work for them. Access to resultant data is difficult to obtain and has implications for the concept of academic freedom. Advantages of the technology transfer process include the generation of value for each of the project partners, education of graduate and undergraduate students and benefits to the public good in terms of the environment; disadvantages are identified but considered uncertain. Technology transfer, including the non-traditional type defined herein, can be used as a tool to overcome the reality of today's austere university budget environment; the Bayh-Dole Act has served as an enabler of that approach.

Much confusion surrounds the term 'self-directed learning', which presently describes a process, a goal, a teaching technique, and an outcome of that teaching. As a process, the literature concentrates mainly on how individuals learn, with little reference to groups that can be as selfdirected as individuals. The purposes of this study were: (a) to reduce conceptual confusion by creating a typology distinguishing different processes of self-directed learning; (b) to explore the phenomenon of group self-directed learning; and (c) to illustrate the effect of environment on learning, and the complex learning dynamics in group settings. This project arose somewhat differently from typical doctoral research. Data from two unrelated field studies conducted for other purposes, completed before this thesis work began, each illustrated self-directed groups learning informally in the contexts of community action and innovative small workplaces. A subsequent review of the literature indicated a lack of attention to this form of group learning, and the field studies were then re-analyzed from this perspective. As a result of the literature review and data re-analysis (1) a typology emerged from the literature review that divides the process of self-directed learning into three forms, each of which is context sensitive but between which learners can continually move back and forth; (2) it appears that the term 'autodidactic' can apply to specific groups which are both self-organized and self-directed in their learning efforts; and (3) that the term 'autodidaxy' as presently defined is as conceptually confusing as the term 'self-directed learning'. This confusion is reduced by the typology proposed by this thesis. Minor findings indicate two continuing problems. The first is reluctance by some to accord non-credentialed learning the value it deserves, and the second is the difficulty often encountered in transferring knowledge from the site of learning to the site of application. This study concludes that 'informalizing' some formal curricula, and encouraging self-directed learning at all levels and in all contexts, may provide some of the tools necessary for living and learning in the twenty-first century.

This study examined emotional reactions that occurred when participants compared the fairness of own outcomes to that of peer outcomes. The mediating role of emotions (pride, guilt, envy, or anger) on the fairness perceptions and the intention to engage in organizational citizenship (OCB) or counterproductive work behaviour (CWB) was assessed. Two hundred and sixty nine undergraduate business students participated in the main study. Peer evaluation vignettes were used to simulate four fairness conditions. Hierarchical multiple regression was used to test the hypotheses. The results indicated that perceived fairness to self interacted with perceived fairness to others, which led to emotional reactions, including pride, guilt, envy, and anger. Perceived fairness also directly influenced behaviour. However, only the negative emotions of anger and envy acted as mediators. As such, anger decreased OCB intention and increased CWB intention. Envy decreased the intention to engage in OCB. Implications of the results were discussed. / x, 128 leaves ; 29 cm

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Educational institutions in Quebec face a wide variety of challenges as major restructuring efforts take place. Schools must develop strategies to manage these increasing demands in an effective manner. / The purpose of the study was to contribute to the understanding of school administrative teams and to shed some light on the nature and function of these teams through a study of their administrative team meetings. / As a qualitative descriptive study, this research involved 24 secondary school administrators. Data collection techniques included postal surveys to gather initial descriptive data, followed by telephone interviews that allowed for more in-depth discussion of issues faced by the principals and their administrative team. / The findings provide strong evidence of the complexity of the nature of secondary school principals, work and the importance of working collaboratively with their administrative colleagues. / The study has implications for the preparation of aspiring educational administrators, as well as those who currently hold these roles in today's schools.

The purpose of this study was to investigate the Effectiveness of Managing Through Formal Teams in a Secondary School. The study attempted to identify the role functions and composition of the formal teams at the school, based on the literature that there are complexities of managing through teams in secondary schools. If formal teams are to play a significant role in the management of secondary schools and to operate effectively, then opportunities for team performance and effectiveness are particularly significant. The key focus of the study was to identify the level of operation of the Formal Teams in accordance with the characteristics of effective teamwork and the manner in which the team's goals are accomplished. The overall aim was to focus on the perceptions of team leaders in respect of their team's effectiveness and the perception of team members regarding their team's effectiveness. The study was conducted at a Secondary School in the Pinetown District. Three formal teams were in operation at the school and for each team, the leader and team members were included in the research. Thus, no sampling was required. Quantitative and Qualitative research methodology guided the evaluative nature of the study. The data collection methods included a questionnaire, which was completed by members of the formal teams; semi-structured interviews conducted with the team leaders and observation of the three formal team meetings. Many issues emerged from the data to exemplify the significant absence of team effectiveness at the secondary school. One of the main findings of managing through teams is that all three formal teams seem to be functioning below their potential due to many other factors, resulting in the impediment of team performance. It is clear that monitoring team performance and evaluating team achievements by the leaders are not sufficient enough for team effectiveness. There is also some variance as to how well the leaders feel about their leadership roles in respect of their team's effectiveness. There are instances where team members spend too little time solving problems and too much time debating issues over which there is no control. The study concludes, that there is scope for consideration of more varied approaches towards achieving effectiveness of formal team operation, followed by some recommendations, which suggest ways to improve team effectiveness. / Thesis (M.Ed.)-University of Natal, 2003.