Teamwork development across the curriculum for chemical engineering students in Hong Kong: Processes, outcomes and lessons learned

Zou, Tracy X. P.; Ko, Edmond I.

doi:10.1016/j.ece.2012.04.003

Cited by 16 publications

(12 citation statements)

References 25 publications

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“…One of the challenges involved in implementing team‐based education is social loafing, the practice of team members relying on the work of others rather than contributing a reasonable effort to the endeavor. The results from Zou and Ko () revealed that in teams, social loafing widely existed but students tended not to report it or hold the loafers accountable. Another issue that they encountered was conflict resolution within teams.…”

Section: Resultsmentioning

confidence: 99%

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Henri

Johnson

Nepal

2017

J of Engineering Edu

120

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Background Over the past decade, there has been a shift in science, technology, engineering and math education, especially in engineering, towards a competency‐based pedagogy. Competency‐based learning (CBL) is an outcome‐based, student‐centered form of instruction where students progress to more advanced work upon mastering the necessary prerequisite content and skills. Many articles have been published on the implementation of CBL in engineering higher education; however, the literature lacks a systematic review that summarizes prior work to inform both future research and practice. Purpose The purpose of this review is to integrate previous literature as well as identify gaps in competency‐based engineering higher education research. It summarizes the different approaches for implementing CBL, the effects of the pedagogy on student outcomes, tools to enhance its effectiveness, and assessment strategies. In addition, suggestions and recommendations for future research are provided. Method Engineering education articles were obtained from several EBSCO educational databases. The search was limited to articles published from 2005‐2015, and inclusion criteria consisted of peer‐reviewed journal articles that address the use of CBL in engineering higher education. Articles were then classified into several categories, summarized, and evaluated. Conclusions Theoretical and applied perspectives are provided that address both the theoretical basis for the effectiveness of CBL and practical aspects of implementing successful CBL instruction in engineering education. There are gaps in the literature regarding how CBL programs should be structured and assessed. Future research directions include empirical quantitative evaluation of CBL's pedagogical effectiveness and the use of CBL for teaching professional skills.

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Section: Resultsmentioning

confidence: 99%

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Henri

Johnson

Nepal

2017

J of Engineering Edu

120

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“…In order to save face, speakers often become very defensive after expressing their opinions. If other people put up different views or disagreements, they feel humiliated so that constructive conflicts turn into affective conflicts, involving personal friction, rivalries, and clashing personalities [29]. Affective conflicts are destructive to productivity and also a threat to group harmony.…”

Section: ) Interpersonal and Conflict Resolusionmentioning

confidence: 99%

“…Affective conflicts are destructive to productivity and also a threat to group harmony. Therefore, when the problem is approached in different ways, people often choose to avoid it, bypassing the topic of conflict, or being "obliging", or asking for mediation from a high-status individual [29].…”

Section: ) Interpersonal and Conflict Resolusionmentioning

confidence: 99%

Evaluating the effectiveness of a Cooperative Learning approach in engineering education in China

Zhang¹,

Cuthbert²,

Ketteridge

et al. 2013

2013 IEEE Frontiers in Education Conference (FIE)

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The need for teamwork skills has been recognised as one of the key requirements for engineering graduates by industries world-wide, including in China. A pilot on teamwork training was conducted in a joint degree programme between a leading British university and a top Chinese university in 2011. This paper attempts to evaluate the effectiveness of this cooperative learning practice to Chinese engineering students and to identify the gap between the declarative knowledge and the skill-based outcomes. This evaluation focuses on the openended and qualitative items in students' expectations agreements, team function evaluation forms, peer ratings, and questionnaires. The data collected were analysed using descriptive statistics, with class observation and informal interview responses also being discussed. This qualitative study provides a good supplement to the previous quantitative findings and contributes to understanding by displaying how students perceived a Cooperative Learning practice in a mainland Chinese context, and how they reacted to the experience. It also provides an insight into the underlying cultural considerations behind the team behaviour. Instructors can design and improve team tasks for Chinese students based on these findings.

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“…Geçerlilik bağlamında değerlendirildiğinde birçok araştırmada takımların aksamalarında kullanılan model farklı kültürlerde ve farklı endüstrilerde çalışanların değerlendirilmesinde geniş çapta geçerli bir model olarak değerlendirilmektedir (Bertland, 2009;Zou ve Ko, 2012). İzleyici etkisini ölçmede kullanılan ve çalışmalarda genellikle izleyici kalma boyutunun ön plana çıkarıldığı ölçeğin birçok çalışmada geçerli ve güvenilir olduğu tespit edilmiştir (Hamburger vd., 2011;Kingston, 2008;Özdevecioğlu vd., 2014;Salmivalli vd., 1998).…”

Section: Tablo 1: öLçeklerin Güvenilirliğiunclassified

Takım Çalışmasının İşlevsizleşmesinde İzleyici Etkisinin Rolü

Erbaş¹,

Perçin²

2015

DEU SBE Dergisi

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ÖzBu çalışmada, işletmelerde özellikle ulusal yazında kısıtlı bir şekilde değinilen "izleyici etkisi (bystander effect) THE ROLE OF BYSTANDER EFFECT ON TEAMWORK DYSFUNCTIONING Abstract In this study, it is aimed to cover a conceptual background of the bystander effect which is limited in Turkish literature and to investigate whether the bystander effect plays a role on the dysfunctioning of teams in organizations. To realize the purpose of the study, a research is conducted on the food-beverage industry employee in Kayseri. According to results of the analysis, it is determined that (i) bystander effect is significantly and negatively correlated with all dimensions of the teamwork dysfunctioning, (ii) from these dimensions, the turst dimension is the one mostly affectd by bystander effect and (iii

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Teamwork development across the curriculum for chemical engineering students in Hong Kong: Processes, outcomes and lessons learned

Cited by 16 publications

References 25 publications

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

Evaluating the effectiveness of a Cooperative Learning approach in engineering education in China

Takım Çalışmasının İşlevsizleşmesinde İzleyici Etkisinin Rolü

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