Using MBTI for the success assessment of engineering teams in project-based learning

Montequín, Vicente Rodríguez; Fernández, José Manuel Mesa; Balsera, Joaquín Villanueva; Nieto, Alberto García

doi:10.1007/s10798-012-9229-1

Cited by 32 publications

(26 citation statements)

References 22 publications

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“…However, there was a significant preference for sensing over intuition, thinking over feeling, and judging over perceiving. These results are consistent with other published MBTI results for engineering students [5], [6], [7], [8], [9].…”

Section: Myers-briggs Type Indicator (Mbti) Resultssupporting

confidence: 93%

Design Team Performance: A Comparison Between Self-Formed Teams and Teams With Diverse Cognitive Modes

Hastie

2019

PCEEA

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The impact of cognitive mode diversity on team performance and student satisfaction was assessed qualitatively and quantitatively in a capstone chemical engineering design course. In the capstone design course, students were permitted to form their own teams and the distribution of cognitive modes was assessed. In a concurrent design course, the same group of students performed projects in instructor-formed teams that optimized the distribution of cognitive modes. The results indicated no significant difference in team satisfaction between teams that had different levels of cognitive diversity. Although trends seemed to indicate higher rank in the course and greater independence and creativity for groups with higher cognitive diversity, these differences were not statistically significant. Generally, students seemed to have similar experiences in student-formed and instructor-formed groups. However, qualitative comments seem to indicate that groups may have worked more professionally and cohesively in the more cognitively-diverse, instructor-formed groups.

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Section: Myers-briggs Type Indicator (Mbti) Resultssupporting

confidence: 93%

Design Team Performance: A Comparison Between Self-Formed Teams and Teams With Diverse Cognitive Modes

Hastie

2019

PCEEA

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“…In recent years, a growing interest in the ways in which information technologies can support collaboration has developed. Several themes emerge from this, including recognition of the diversity of skills and background of participants and the need for people to develop collaborative skills as well as those needed to achieve intended cognitive outcomes (Dawes & Sams, 2004;Fransen, Weinberger, & Kirschner, 2013;Montequín, Fernández, Balsera, & Nieto, 2013;Napier & Johnson, 2007). Some of this has come from analysis of failure of collaborative projects in education (Baker, Bernard, & Dumez-Féroc, 2012;Kapur & Kinzer, 2009;Pathak, Kim, Jacobson, & Zhang, 2011).…”

Section: Collaborationmentioning

confidence: 99%

E-portfolio environment design principles in practice: A case study of a collaborative project in technology teacher education

Edwards

2015

AJTE

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The Australasian Journal of Technology Education is a peer refereed journal, and provides a forum for scholarly discussion on topics relating to technology education. Submissions are welcomed relating to the primary, secondary and higher education sectors, initial teacher education and continuous professional development, and general research about Technology Education. Contributions to the ongoing research debate are encouraged from any country. The expectation is that the Journal will publish articles at the leading edge of development of the subject area. The Journal seeks to publish • reports of research, • articles based on action research by practitioners, • literature reviews, and • book reviews.

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“…Some research on team formation within software engineering in general has been carried out in the US, pointing instructors towards forming teams themselves, without the involvement of the students [ 9 ]. Other research points to using algorithm-based tools to automatically match students [ 5 ], or by using personality tests to match team members [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Forming and Assessing Student Teams in Software Engineering Courses

Løvold

Lindsjørn

Stray

2020

Lecture Notes in Business Information Processing

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In software development projects, working in teams is essential. Therefore, software engineering courses often require the students to be working in teams to learn about team work behaviors and practices. The instructors of software engineering courses are presented with several challenges when teaching courses that require teamwork. For example, how to form high-performing student teams, and how to assess their work. The aim of this study is to evaluate whether there are differences in performance whether the students form the teams themselves, or if the teams are formed by the instructor. We evaluated a course involving agile software development by 200 students working in 39 teams. A total of 76% of the students chose to form their own teams, the remaining 24% were placed in teams by the instructors. Our findings indicate that teams formed by the students perform slightly better than the teams formed by the instructors.

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Using MBTI for the success assessment of engineering teams in project-based learning

Cited by 32 publications

References 22 publications

Design Team Performance: A Comparison Between Self-Formed Teams and Teams With Diverse Cognitive Modes

Design Team Performance: A Comparison Between Self-Formed Teams and Teams With Diverse Cognitive Modes

E-portfolio environment design principles in practice: A case study of a collaborative project in technology teacher education

Forming and Assessing Student Teams in Software Engineering Courses

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