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

TitleTeamwork development across the curriculum for chemical engineering students in Hong Kong: Processes, outcomes and lessons learned
Authors
KeywordsTeamwork development
Chemical engineering
Conflict resolution
Teamwork assessment
Issue Date2012
Citation
Education for Chemical Engineers, 2012, v. 7, n. 3, p. e105-e117 How to Cite?
AbstractA three-year project aiming to develop students' teamwork skills systematically through explicit instruction, opportunities to practice, and formative feedback across the curriculum was carried out in the only chemical engineering department in Hong Kong. The project involved two second-year laboratory courses and a third-year capstone experience (final-year projects). The intended learning outcomes of teamwork skills were assessed by both qualitative and quantitative methods. Multiple sources of evidence showed that students' understanding of teamwork improved, and their expectations and behaviors changed over the project period. In particular, one common misconception of teamwork as simply a division of labor was altered. The evaluation results also revealed that social loafing widely existed, but students tended not to report it or hold the loafers accountable. Conflict resolution was another issue that students had difficulty in dealing with. These results, along with feedback collected in end-of-project evaluation, identified important behaviors of Chinese students in a team environment and suggested that instructors should focus on helping students develop synergism and handle conflicts explicitly. © 2012 The Institution of Chemical Engineers.
Persistent Identifierhttp://hdl.handle.net/10722/207521
ISSN
2015 SCImago Journal Rankings: 0.338

 

DC FieldValueLanguage
dc.contributor.authorZou, Tracy X. P.-
dc.contributor.authorKo, Edmond-
dc.date.accessioned2014-12-31T01:01:49Z-
dc.date.available2014-12-31T01:01:49Z-
dc.date.issued2012-
dc.identifier.citationEducation for Chemical Engineers, 2012, v. 7, n. 3, p. e105-e117-
dc.identifier.issn1749-7728-
dc.identifier.urihttp://hdl.handle.net/10722/207521-
dc.description.abstractA three-year project aiming to develop students' teamwork skills systematically through explicit instruction, opportunities to practice, and formative feedback across the curriculum was carried out in the only chemical engineering department in Hong Kong. The project involved two second-year laboratory courses and a third-year capstone experience (final-year projects). The intended learning outcomes of teamwork skills were assessed by both qualitative and quantitative methods. Multiple sources of evidence showed that students' understanding of teamwork improved, and their expectations and behaviors changed over the project period. In particular, one common misconception of teamwork as simply a division of labor was altered. The evaluation results also revealed that social loafing widely existed, but students tended not to report it or hold the loafers accountable. Conflict resolution was another issue that students had difficulty in dealing with. These results, along with feedback collected in end-of-project evaluation, identified important behaviors of Chinese students in a team environment and suggested that instructors should focus on helping students develop synergism and handle conflicts explicitly. © 2012 The Institution of Chemical Engineers.-
dc.languageeng-
dc.relation.ispartofEducation for Chemical Engineers-
dc.subjectTeamwork development-
dc.subjectChemical engineering-
dc.subjectConflict resolution-
dc.subjectTeamwork assessment-
dc.titleTeamwork development across the curriculum for chemical engineering students in Hong Kong: Processes, outcomes and lessons learned-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.ece.2012.04.003-
dc.identifier.scopuseid_2-s2.0-84865377876-
dc.identifier.volume7-
dc.identifier.issue3-
dc.identifier.spagee105-
dc.identifier.epagee117-

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