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Teaching teamwork in design: a framework for understanding effectiveness in student teams

chapter
posted on 2017-01-01, 00:00 authored by Richard TuckerRichard Tucker
This chapter proposes an Input-Process-Output framework for understanding what impacts the effectiveness of teamwork when higher education students are collaborating on design assignments. The
framework can help design educators integrate teamwork into their courses and better evaluate learning outcomes, and may also elucidate good practice for professional design teams. Explaining the genesis of
the framework, the literature is assimilated on team effectiveness and predictors of team performance, including: definitions, dimensions and frameworks of team effectiveness in contexts far wider than design
education. Informed by the challenges specific to teaching design, a 22-factor framework is proposed. The paper concludes with recommendations for teachers informed by the framework. The viability of
the 22-factor model of team effectiveness is evidenced by national surveys across Australia, which are reported in summary here.

History

Title of book

Collaboration and student engagement in design education

Series

Advances in higher education and professional development

Chapter number

1

Pagination

1 - 27

Publisher

IGI Global

Place of publication

Hershey Pa.

ISBN-13

9781522507277

Language

eng

Publication classification

B Book chapter; B1 Book chapter

Copyright notice

2017, IGI Global

Extent

15

Editor/Contributor(s)

R Tucker

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