Réguler le leadership dans les groupes d’étudiants en APP

This paper reports on an action-research study which explored the regulation of dynamics within student groups in the first year of a PBL program at the Ecole Polytechnique in Louvain in 2011 and 2012. Using the notion of leadership, we analyzed the competencies and attitudes that tutors mobilized to regulate the groups. We demonstrate that tutors are more at ease when regulating the production and learning outcomes present in group work than they are when dealing with the social dynamics at play with regard to leadership. This result is surprising given that this particular dimension of the regulating process is essential to facilitate the collaboration required in PBL approaches and is deemed desirable by students. Our final discussion highlights ways in which this competency can be further developed and appropriated by tutors.