Developing perceptions of teamwork in first and second year engineering students
Date
2024
Authors
Smith, E.
Mills, J.
Pardo, A.
Birbeck, D.
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Conference paper
Citation
Proceedings of the 35th Annual Conference of the Australasian Association for Engineering Education (AAEE 2024), 2024, pp.1020-1028
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35th Annual Conference of the Australasian Association for Engineering Education (1 Dec 2024 - 4 Dec 2024 : Christchurch, New Zealand)
Abstract
Context: Effective teamwork and inclusive collaboration are essential skills for engineers to work in project teams and collaborate with communities to develop appropriate and innovative solutions to complex global challenges, such as those identified in the United Nations Sustainable Development Goals. Understanding how engineering students' perceptions and experiences of teamwork evolve during their degree is crucial for educators to tailor their instructional strategies and support students' development of these important skills. This study examines the academic experience of two cohorts of students in their first and second years of engineering programs at the University of South Australia and their development of teamwork skills.
Purpose or goal: Engineering programs at the University of South Australia have been updated to include a Professional Practice Core (PPC) to support development of professional practice skills. The aim of this study is to evaluate the impact of the PPC on first and second-year students' teamwork preferences and competencies, and to understand any concerns students face when working in teams. The findings will inform future course development to better support and enhance team performance and individual development.
Approach or methodology/methods: First and second-year civil, mechanical and electrical engineering students at the University of South Australia were surveyed midway through a multidisciplinary team project in 2021 and 2022 to assess their perceived teamwork competency, preferences and any things they were unsure about in regards to teamwork. The paper-based survey was distributed during class, and the quantitative data was analysed using an unpaired t-test, while qualitative thematic analysis was performed on the open text responses.
Actual or anticipated outcomes: A statistical analysis showed significant improvements in students' attitudes towards teamwork from their first to second year, including increased willingness and competence. Thematic analysis highlighted shifts in teamwork concerns, with communication and personal performance becoming more prominent.
Conclusions/recommendations/summary: The study shows significant positive changes in students' teamwork attitudes and abilities, highlighting improved acceptance, willingness, and confidence, alongside evolving concerns in communication, conflict resolution, and leadership, which can inform future course development.
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Copyright 2024 Elizabeth Smith, Julie Mills, Abelardo Pardo and David Birbeck