Ruth Sessler Bernstein, Associate Professor of Nonprofit Management, Amy Johnson, Executive in Residence in Management and Regan Harwell Schaffer, Divisional Dean of Business Administration Division, Seaver College, Pepperdine University, USA

‘This innovative book shifts the focus from team assignment to intentional team design. It provides a research-informed, step-by-step model for fostering the trust, accountability, and adaptive behaviors students need to thrive in a complex, collaborative world.’

• ContentsPreface Acknowledgements1 Introduction: Why high-performance inclusive teams matterin higher education 2 From diversity to inclusion: The challenges to successfulhigh-performance inclusive student teams 3 The Framework in action: A practice-based, evidence-informed framework for leveraging inclusion 4 Designing teams with purpose: Establishing teaching goalsfor building inclusive team interactions 5 Structuring for belonging: Engaging together as a team bycreating mission and values 6 Tools for inclusive practice: Engaging together as a team bystructuring intentional inclusive practices 7 Reflection, feedback, and accountability: Engaging togetheras a team by evaluating self and team behaviors 8 Learning through discomfort: Engaging together as a team byadapting behaviors 9 Flexibility with integrity: Advanced strategies for inclusivehigh-performance student teams 10 Conclusion: Empowering high-performance inclusive teams References

Ruth Sessler Bernstein, Associate Professor of Nonprofit Management, Amy Johnson, Executive in Residence in Management and Regan Harwell Schaffer, Divisional Dean of Business Administration Division, Seaver College, Pepperdine University, USA

‘This innovative book shifts the focus from team assignment to intentional team design. It provides a research-informed, step-by-step model for fostering the trust, accountability, and adaptive behaviors students need to thrive in a complex, collaborative world.’

• ContentsPreface Acknowledgements1 Introduction: Why high-performance inclusive teams matterin higher education 2 From diversity to inclusion: The challenges to successfulhigh-performance inclusive student teams 3 The Framework in action: A practice-based, evidence-informed framework for leveraging inclusion 4 Designing teams with purpose: Establishing teaching goalsfor building inclusive team interactions 5 Structuring for belonging: Engaging together as a team bycreating mission and values 6 Tools for inclusive practice: Engaging together as a team bystructuring intentional inclusive practices 7 Reflection, feedback, and accountability: Engaging togetheras a team by evaluating self and team behaviors 8 Learning through discomfort: Engaging together as a team byadapting behaviors 9 Flexibility with integrity: Advanced strategies for inclusivehigh-performance student teams 10 Conclusion: Empowering high-performance inclusive teams References