While psychological safety is widely acknowledged to be a crucial factor in determining how well teams function, little attention has been paid to this phenomenon in management education and HE more broadly. This highlights an important gap, given the ‘thorny’ nature, and pervasive use, of group work. We contribute the first examination of an HE intervention to increase psychological safety. Specifically, through a two-phase mixed methods approach (pre/post surveys and focus groups, student diaries), we examine the implementation of Agile project management principles in both an undergraduate and postgraduate digital marketing course (total n = 131). The findings illustrate that the intervention increased psychological safety along with team-performance, group learning, interpersonal communication and creativity, whilst also reducing the free-rider problem. The study provides three contributions. First, we extend knowledge of psychological safety by showing it can be fostered through interventions providing two core antecedents (supporting facilitation and a cohesive framework). Second, we build knowledge of psychological safety in education by evidencing a greater breadth of positive outcomes, which until now has been mostly limited to knowledge development. Third, we expand understanding of implementing group work interventions in management, providing five important considerations for educational practitioners.

虽然人们普遍认为心理安全是决定团队运作效果的关键因素，但在管理教育和更广泛的 HE 中很少关注这种现象。鉴于小组工作的“棘手”性质和普遍使用，这突出了一个重要的差距。我们对 HE 干预进行了首次检查，以提高心理安全性。具体而言，通过两阶段混合方法（前/后调查和焦点小组、学生日记），我们检查了敏捷项目管理原则在本科和研究生数字营销课程中的实施情况（总共 n = 131）。研究结果表明，干预增加了心理安全以及团队绩效、小组学习、人际沟通和创造力，同时也减少搭便车问题。该研究提供了三个贡献。首先，我们通过展示可以通过提供两个核心前提（支持促进和有凝聚力的框架）的干预措施来培养心理安全的知识来扩展心理安全知识。其次，我们通过证明更广泛的积极成果来建立教育中的心理安全知识，到目前为止，这主要限于知识发展。第三，我们扩大了对在管理中实施小组工作干预的理解，为教育从业者提供了五个重要的考虑因素。我们通过证明更广泛的积极成果来建立教育中的心理安全知识，到目前为止，这主要限于知识发展。第三，我们扩大了对在管理中实施小组工作干预的理解，为教育从业者提供了五个重要的考虑因素。我们通过证明更广泛的积极成果来建立教育中的心理安全知识，到目前为止，这主要限于知识发展。第三，我们扩大了对在管理中实施小组工作干预的理解，为教育从业者提供了五个重要的考虑因素。