Exploratory study about team-effectiveness of engineering students teams assigned by the instructor to have diversity of roles
Author
Arroyo-Osorio, José Manuel
Term
4. term
Publication year
2018
Submitted on
2018-08-17
Pages
34
Abstract
I mange projektbaserede kurser vælger de studerende selv deres grupper, selv om mange undervisere anbefaler lærertildelte grupper. Denne eksplorative afhandling undersøgte, hvor effektivt lærertildelte grupper fungerer, når roller bevidst blandes på baggrund af et spørgeskema om teamroller, og når de studerende modtager målrettet undervisning i teamwork. 77 ingeniørstuderende på 3. årgang på et kursus i fremstillingsprocesser (semester 2018-01) arbejdede i grupper af 4–5 om et semesterlangt projekt. Data stammede fra et fortroligt spørgeskema med vurderinger af teamarbejde, selvvurderinger og makkerbedømmelser samt gruppevise procesanalyser med refleksioner over projektledelse, individuelt og gruppemæssigt læringsudbytte og anbefalinger til fremtidigt gruppearbejde. Med en kvalitativ tilgang blev der identificeret flere gennemgående temaer: indbyrdes afhængighed og teamstruktur; fælles mentale modeller (en delt forståelse af mål og opgaver); intern kommunikation; konflikthåndtering; social loafing (at nogle bidrager mindre i en gruppe); og planlægningskonflikter. Teamånd og social støtte blev ikke observeret i materialet. Afhandlingen peger desuden på, at der kun findes begrænset forskning i effekterne af at danne grupper ved at blande de roller, som studerende spontant indtager i ingeniøruddannelsernes projektarbejde.
In many project-based courses, students choose their own teammates, even though many educators recommend instructor-assigned teams. This exploratory thesis examined how effective instructor-assigned teams can be when roles are intentionally mixed, based on a team-roles questionnaire, and when students receive explicit instruction on teamwork. Seventy-seven third-year engineering students in a Manufacturing Processes course (semester 2018-01) worked in teams of 4–5 on a semester-long project. Data came from a confidential questionnaire that captured teamwork assessments, self-assessments, and peer assessments, as well as team-written process analyses reflecting on project management, individual and group learning, and recommendations for future teamwork. Using a qualitative approach, the study identified several recurring themes: interdependence and team structure; shared mental models (a common understanding of goals and tasks); within-team communication; conflict management; social loafing (members contributing less in a group); and scheduling conflicts. Team spirit and social support did not emerge in the data. The thesis also notes the limited prior research on outcomes of forming teams by deliberately mixing the roles students naturally assume in engineering project courses.
[This abstract was generated with the help of AI]
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