Teamwork benefits in tertiary education

Volkov,A and Volkov,M 2015, Teamwork benefits in tertiary education, Education + Training, vol. 57, no. 3, pp. 262-278, doi: 10.1108/ET-02-2013-0025.

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Title Teamwork benefits in tertiary education
Author(s) Volkov,A
Volkov,MORCID iD for Volkov,M
Journal name Education + Training
Volume number 57
Issue number 3
Start page 262
End page 278
Publisher Emerald
Publication date 2015-04
ISSN 0040-0912
Keyword(s) Australia
Student perception
Accounting education
Assessment design
Summary Purpose – The purpose of this paper is to contribute to the understanding of the development ofstudents’ skills in the context of team-based learning. Academics have heeded the call to incorporateteam learning activities into the curricula, yet little is known of student perception of teamworkand whether they view it as beneficial to them and their future professional career. Further, this studypresents an instructional framework to guide best practice in higher education practitioners withregard to the design of teamwork assessment.Design/methodology/approach – The paper adopts a qualitative approach utilising 190 students’reflections to examine their perception of the benefits of teamwork and whether it will contribute totheir future professional work.Findings – Results indicate students perceive team-based assessment tasks require them to adopt adeep approach to learning together with a deep approach to study, as well as improving their skillsin the areas of collaboration, team unity and cultural diversity. Further, the study identified a bestpractice approach that higher education practitioners should adopt in teamwork assessment designgiving this study both national and international significance and aids fellow educators in theirpractices.Research limitations/implications – Because of the chosen research approach, the results maylack generalisability. Therefore, researchers are encouraged to test the proposed propositions further.Practical implications – The paper presents important implications for those involved in thedevelopment of assessment items where objectives include the development of team skills and qualitylearning outcomes. The findings are vital for unit and course planning and design generally, andassessment planning, design and processes, specifically, both nationally and internationally.Originality/value – This paper fulfils an identified need to study students’ perceptions of teamwork,whether they view it as beneficial to them and their future professional career, and presents a bestpractice approach for teamwork assessment design.
DOI 10.1108/ET-02-2013-0025
Field of Research 130103 Higher Education
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930103 Learner Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Emerald
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