A Critical Look at the Use of Group Projects as a Pedagogical Tool

Ashraf, Mohammad

doi:10.3200/joeb.79.4.213-216

Cited by 83 publications

(71 citation statements)

References 14 publications

(12 reference statements)

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“…Similar developments have been noted elsewhere (e.g. Ashraf, 2004;Chapman et al, 2006;Hansen, 2006;Victoria University of Wellington, 2004;Evans and Morrison, 2011). EAP practitioners need to consider whether they are adequately preparing and supporting international students to perform effectively within group projects in their academic departments and on into their future employment.…”

Section: Introductionmentioning

confidence: 60%

The EAP competencies in a group case study project as revealed by a task analysis

Smith

Thondhlana

2015

Journal of English for Academic Purposes

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Section: Introductionmentioning

confidence: 60%

The EAP competencies in a group case study project as revealed by a task analysis

Smith

Thondhlana

2015

Journal of English for Academic Purposes

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“…It is claimed that a real world experience is required to teach project management (Chen & Chuang, 2009) and stated that application of the material learned will provide deeper learning (Kloppenborg & Baucus, 2004). A big portion of literature suggests that PBL or Service Learning is the preferred method of teaching project management, thereby ignoring critique on this method (Ashraf, 2004). …”

Section: Discussionmentioning

confidence: 99%

Exploring Project Management Education

Nijhuis

2017

Eur. j. soc. sci. educ. res.

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The object of this paper is to explore the actual practice in project management education in the Netherlands and compare it to reference institutions and recent literature. A little over 40% of the Higher Education institutions in the Netherlands mentions PM education in programs and/or courses. A total of 264 courses, minors and programs in the Netherlands found. In reference institutions 33 courses and programs are found and 36 publications deal with actual teaching of project management in Higher Education. Comparing these sources finds traditional methods of teaching and testing, a roughly comparable focus on subjects and an unsupported high claim of learning level, while the number of credits assigned to project management is relatively small. There is a strong focus on planning without execution, which is critiqued as is the promoted Project Based Learning.

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“…Such programs are carried out within business and non-profit organizations such as: sports teams, schools, firms, corporations etc. are learned and developed through the use of team building exercises and group projects, including teamwork, problem solving, and communication (Alexander & Stone, 1997;Ashraf, 2004;Bolton 1999). Haberyan, (2007) and others report that team-based learning has been recently utilized in science, education, business, and medical education disciplines with positive results.…”

Section: Problem Statementmentioning

confidence: 99%

Students’ Attitudes Towards Different Team Building Methods

Ekimova

Кокурин

2015

Procedia - Social and Behavioral Sciences

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Purpose of study, this study examined attitudes towards different teamwork constructs and team-building methods in a sample of university students enrolled in either Bachelor's (N=157) or Master's (N=85) in Science programs in Extreme Psychology. Attitudes towards teamwork and three different types of team-building methods were assessed twice, once before the teambuilding training course, and a second time after participation in team-building activity. Methods Questionnaire completed and returned within a week. Findings and results On the whole, students gave positive evaluations to the efficiency of team-building methods and were willing to be involved in team-building activities. They highlighted the fact that the team formation process was an adequate model of professional relations and interactions for extreme psychologists. Results also indicated a number of significant mean discrepancies in groups of respondents, but no systematic pattern appeared to underline these differences. At the same time, moderate to high pre-test -post-test convergence pointed to considerable changes of student attitudes toward teamwork after going through team-building exercises. Conclusions and recommendations It is important that psychologist training programs incorporate team-building methods, and are designed to take actual professional tasks into account, as well as areas in which students may feel less confident.

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A Critical Look at the Use of Group Projects as a Pedagogical Tool

Cited by 83 publications

References 14 publications

The EAP competencies in a group case study project as revealed by a task analysis

The EAP competencies in a group case study project as revealed by a task analysis

Exploring Project Management Education

Students’ Attitudes Towards Different Team Building Methods

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