An exploratory study of teamwork processes and perceived team effectiveness in engineering capstone design teams
An exploratory study of teamwork processes and perceived team effectiveness in engineering capstone design teams
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工程顶点设计团队中团队合作流程和感知团队有效性的探索性研究
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
A. Hurst
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作者：
Mehrnaz Mostafapour;A. Hurst
在他们的最后一年，加拿大的工程专业学生在一个设计项目的团队工作。这些项目需要大量的合作，因此，项目的成功在很大程度上取决于学生的团队合作。这项工作提出了一个探索性研究的顶点设计团队在加拿大的一个大型工程学校。本研究的目的是对顶点设计团队中学生的团队合作经验、技能和差距进行有价值的分析。这些见解将支持基于证据的开发和改进工程专业学生的团队合作培训。研究分两个阶段进行。首先，对12名顶点设计课程的教师进行半结构式访谈，征求他们对学生顶点设计团队的看法，并利用教师访谈的结果和相关文献设计学生调查。这项调查对六百多名四年级的工程专业学生进行了管理，以进一步探索顶点设计团队的动态。我们收集了关于学生团队形成、团队中任务和角色的分配、使用的项目管理方法以及经历的不同类型冲突的信息。此外，我们调查了这些变量与团队效能和享受之间的潜在联系。总的来说，我们的研究结果提供了强有力的证据表明，具有明确的角色，学生的兴趣和技能与他们分配的任务之间的高度匹配，对结果的相似期望，明确的项目管理计划，以及学生团队中较低的冲突水平与感知的团队效率和快乐显著相关。我们讨论了我们的研究结果的影响，有针对性的教学干预所需的团队合作技能forstudents。
In their final year, engineering students in Canada work in teams on a design project. These projects require significantcollaboration and, as such, the project’s success is largely dependent on the students’ teamwork. This work presents an exploratorystudy of capstone design teams in a large engineering school in Canada. The goal of the study was to draw valuable insights aboutthe teamwork experiences, skills and gaps of students in capstone design teams. These insights will support evidence-baseddevelopment and improvement of teamwork training for engineering students. The study was conducted in two phases. First, semi-structured interviews with 12 instructors of capstone design courses solicited their perspectives on students’ capstone design teams.Findings from the instructor interviews and related literature were used to design a student survey. The survey was administered tomore than six hundred fourth-year engineering students to further explore capstone design teams’ dynamics. We collectedinformation on students’ team formation, distribution of tasks and roles in teams, project management methods used, and thedifferent types of conflicts experienced. In addition, we investigated the potential links between those variables and teameffectiveness and enjoyment. In general, our results provide strong evidence that having clear roles, a high degree of a matchbetween students’ interests and skills with their assigned tasks, similar expectations about the outcomes, a clear project management plan, and lower levels of conflicts in student teams are significantly correlated with perceived team effectiveness andenjoyment. We discuss the implications of our findings for targeted instructional interventions on required teamwork skills forstudents.