Team Based Learning (TBL) is an active learning pedagogy which is utilized to facilitate the development of critical thinking skills. It is an approach (developed by Larry Michaelsen in the 1970s) which has been used across many disciplines, and in universities throughout the world. The hallmark of the TBL approach is the sequence of learning activities that occur within a "TBL unit", namely: Pre Class Preparation (e.g. readings, videos, online learning objects); Individual Readiness Assurance Test; Team Readiness Assurance Test; Clarification Lecture; Application Exercises; Whole Class Discussion. A module usually contains between 4 and 6 "TBL units". Permanent student teams work together throughout the semester. It has been suggested by proponents of TBL that the approach may help develop leadership skills among students. However there is little research on student experiences of TBL, particularly in the context of leadership skill development. This study set out to explore the experiences of students who took part in TBL, specifically focusing on their experiences of team leadership.

In-depth, semi-structured interviews were conducted with 7 students from an Irish Technological University who took part in modules (programming, positive psychology, management, and research methods) taught using the TBL approach . Rich accounts of their experiences of TBL were gathered, particularly focusing on the behaviours that students practiced and experienced as they took part in the module.

Functional Team Leadership theory was used to help thematically analyse the data. Functional Team Leadership theory differentiates between leadership behaviours associated with the "transitional" and "action" phase of team leadership. Leadership behaviour during the "transitional" phase concerns preparing the team for action. Leadership behaviour during the "action" phase concerns leading the team in action. It was found that the team leadership behaviours associated with the transitional phase of team leadership (envisioning a mission, establishing goals, planning, organising, improving processes, feedback at the team level) were mostly not enacted within teams. Team Leadership behaviour required during the "action" phase was more prevalent, with students discussing how they observed or practiced behaviours such as monitoring the team, problem solving, supporting the team climate, and challenging the team.

The findings suggests both opportunities and limitations in what a Team Based Learning approach can achieve as a means of supporting the development of team leadership skills among students. The findings suggest that whilst students can experience leadership behaviours associated with the action phase, behaviours associated with the transitional phase are less salient. Suggestions are provided on how to deal with these drawbacks. These include; complementing TBL with other pedagogies; incorporating formative team-level peer evaluation; and an induction which gives students a roadmap to help nurture transitional team leadership behaviour. Limitations of the study are discussed including the context specific nature of the study (i.e. online delivery of TBL) and the use of a single method i.e. interviews. Further research within other settings and with other research designs (e.g. survey, experimental) is recommended.

Keywords: Team Based Learning, Employability, Leadership Development, Curriculum Design.