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• W3097458162 abstract "Context: Team skills such as goal setting, task coordination, and interpersonal communication are among the most sought after competencies in graduate engineers. In an increasingly diverse workforce, engineering programs must ensure students have opportunities to develop the skills and competencies to collaborate with professionals of diverse cultures, skills and technical backgrounds, including those outside of the engineering industry. In the absence of facilitation through appropriate instruction, practice, assessment, and feedback, engineering students may not develop the skills to function as an effective member of diverse and dynamic teams. Existing strategies for facilitating effective teamwork and fostering team skills have been primarily focused on structured learning activities for team development. This research explores engineering instructors' perspectives on strategies for facilitating effective teamwork in undergraduate engineering education. Purpose: The purpose of this study is to examine the existing ways in which engineering instructors facilitate effective teamwork by applying a team process framework to categorise instructional practice. The findings will be used to inform a framework for facilitating team skills development, monitoring and assessment in engineering education. Approach: This study employed an exploratory case study research approach to examine instructors' perspectives on facilitating effective teamwork within an undergraduate engineering faculty. Data were collected from three sources: semi-structured interviews, documentation, and observation of instructional practice. Interview transcripts and observation field notes were analysed under a team process framework. Results: The findings indicate that instructors' perspectives of effective teamwork aligns well with an established team process theory. Existing strategies to facilitate effective teamwork are influenced by instructors' industry experience, pedagogical perspectives, and intent to create diverse student teams. Instructors employed a variety of compulsory and voluntary learning activities with the aim of facilitating effective teamwork. Formal activities that facilitate effective teamwork significantly reduced after the common first-year program. There is potential for the university to adopt instructional practices that provide students with formal opportunities for reflective team development, particularly in units beyond the first-year program. Conclusions: This study investigated instructional strategies for facilitating effective teamwork. The findings suggest that instructors' perspectives and practices are consistent with existing theories and practices in the literature. The study identified gaps where certain dimensions of effective teamwork (team processes) could be integrated into team-development strategies and learning activities beyond first year. The findings will be used to inform a framework for reflective team-learning that leverages team processes for the development of teamwork competencies that better equip engineering graduates to succeed in a diverse workforce." @default.
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• W3097458162 date "2018-01-01" @default.
• W3097458162 modified "2023-09-23" @default.
• W3097458162 title "Facilitating effective teamwork-engineering instructors' perspectives on strategies" @default.
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