Qualified Satisfaction: First‐Year Architecture Student Perceptions of Teamwork

Abstract

Across disciplines, skills associated with collaboration are now ubiquitously considered requisite graduate attributes. Despite decades of studies on the various dimensions of academic teamwork, challenges for both students and staff remain. For this year‐long study at a UK school of architecture, we considered teamwork as a thread woven through the first‐year curriculum, traversing course modules and project types. The primary aim of the study was to evaluate the collective impact of teamwork activities on the incoming cohort of 200+ undergraduate students and how the structuring and coordination of such activities might improve the holistic student experience. Across two rounds of online questionnaires and focus group sessions, student participants articulated the benefits of collaboration for learning, socialisation and professional development. However, resentment towards teamwork increased throughout the year, as frustration with disengaged cohort mates grew, and student sought greater structure and oversight from tutors. On the other hand, when given the chance to reflect on the multidimensional nature of teamwork in focus group discussions, many students adopted a productively nuanced perspective toward the topic. This implies that, whether students like or dislike certain aspect of collaborative projects, opportunities for critical conversation can promote or prompt an appreciation for the educational value of including teamwork projects in curricula. The results of this study should be relevant to educators seeking to improve the implementation and effectiveness of team‐based learning, particularly those in design‐based fields and those in higher and professional education contexts.

‘This is what gets people hired!’: Academic perspectives on employability skills in architecture and the potential impact of COVID-19

“…There's something [as a student] Using assessment design to effectively foster collaboration skills, including contributing to a group while working autonomously, had been identified as a challenge within architecture before the pandemic (Thompson et al, 2021b). The renewed emphasis on remote/hybrid working models prompted by the pandemic only underscores the significance of promoting and measuring such skills for graduate employability.…”

Encouraging Productive Behavior in Student Teams with Interventions

“…Improvement in student satisfaction bodes well for students’ future teamwork. Ultimately, students’ experiences with teamwork can impact their learning in later courses that also use team projects (Thompson, Teba, and Braglia 2021).…”

Utilizing art exhibits as a low-stakes activity to improve teamwork experiences

“…For example, it is common for engineering design classes to engage in group work that provides a valuable experience; however, receiving guidance and feedback on team interactions are uncommon even though they can significantly enhance team behaviors [2]. Additionally, design courses tend to focus on the technical skills needed for projects work, and rarely are students taught how to work in teams [3]. Designing teamwork exercises and dedicating class time for students to practice these skills, while important, often detracts from the content specific to their disciplines [4].…”