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Narges Balouchestani-Asli is an M.A.Sc. Candidate with the Institute for Multidisciplinary Design and Innovation (UT-IMDI) at the University of Toronto. She is also part of the Collaborative Program in Engineering Education at the University of Toronto. She holds an Honors Bachelor in Mechanical Engineering from the University of Toronto. During her studies at the University of Toronto she was involved as a Teaching Assistance with more than four engineering design courses from first year to fourth year. Her research focuses on team level factors affecting innovation in capstone design courses. In recent years, engineering schools have been inspired by accreditation bodies to incorporate multidisciplinary teaming in their curricula, and hence engineering schools have started to offer multidisciplinary capstone design courses. These courses give senior engineering students industry/client based projects in order to prepare them for today's diverse educational and professional work place. In contrast to monodisciplinary capstones, multidisciplinary capstones create a diverse team of students from different engineering disciplines to design, build, and test proof of concepts for an industry based project. There is limited quantitative and qualitative research about multidisciplinary capstone's performance. Hence to provide insight on multidisciplinary capstone's performance, we explored the relationship between innovation (at the individual level and at the team level), psychological safety, knowledge transfer (application of one's knowledge), and feedback from teammates, supervisors, and clients in a multidisciplinary engineering capstone course. We also investigated barriers that multidisciplinary capstone teams encountered to be innovative by observing the teams' psychological safety behaviors. We hypothesised that multidisciplinary teams are likely to produce innovative solutions due to their functional diversity. However, functional diversity can also lead to conflict. According to literature, multidisciplinary teams have low psychological safety score because of their diversity. Low psychological safety affects team's collaborative learning and efficiency. We investigated these factors and relationships in multidisciplinary capstone.A mix of quantitative and qualitative methods were used in this study. We did an online survey with a 55% response rate. Moreover, we conducted 11 one-on-one interviews with students over a course of one year. Our questionnaire included a set of questions on innovation, psychological safety, knowledge use and transfer, and feedback. We examined our data to find relationships between these variables that can help us understand the dynamics of innovation in a multidisciplinary capstone course. We found correlations between the psychological safety score of teams and their collaborative learning and team efficiency. We also found that team innovation has a particularly strong correlation with psychological safety and is also significantly correlated with teammate's feedback score.Our...
Narges Balouchestani-Asli is an M.A.Sc. Candidate with the Institute for Multidisciplinary Design and Innovation (UT-IMDI) at the University of Toronto. She is also part of the Collaborative Program in Engineering Education at the University of Toronto. She holds an Honors Bachelor in Mechanical Engineering from the University of Toronto. During her studies at the University of Toronto she was involved as a Teaching Assistance with more than four engineering design courses from first year to fourth year. Her research focuses on team level factors affecting innovation in capstone design courses. In recent years, engineering schools have been inspired by accreditation bodies to incorporate multidisciplinary teaming in their curricula, and hence engineering schools have started to offer multidisciplinary capstone design courses. These courses give senior engineering students industry/client based projects in order to prepare them for today's diverse educational and professional work place. In contrast to monodisciplinary capstones, multidisciplinary capstones create a diverse team of students from different engineering disciplines to design, build, and test proof of concepts for an industry based project. There is limited quantitative and qualitative research about multidisciplinary capstone's performance. Hence to provide insight on multidisciplinary capstone's performance, we explored the relationship between innovation (at the individual level and at the team level), psychological safety, knowledge transfer (application of one's knowledge), and feedback from teammates, supervisors, and clients in a multidisciplinary engineering capstone course. We also investigated barriers that multidisciplinary capstone teams encountered to be innovative by observing the teams' psychological safety behaviors. We hypothesised that multidisciplinary teams are likely to produce innovative solutions due to their functional diversity. However, functional diversity can also lead to conflict. According to literature, multidisciplinary teams have low psychological safety score because of their diversity. Low psychological safety affects team's collaborative learning and efficiency. We investigated these factors and relationships in multidisciplinary capstone.A mix of quantitative and qualitative methods were used in this study. We did an online survey with a 55% response rate. Moreover, we conducted 11 one-on-one interviews with students over a course of one year. Our questionnaire included a set of questions on innovation, psychological safety, knowledge use and transfer, and feedback. We examined our data to find relationships between these variables that can help us understand the dynamics of innovation in a multidisciplinary capstone course. We found correlations between the psychological safety score of teams and their collaborative learning and team efficiency. We also found that team innovation has a particularly strong correlation with psychological safety and is also significantly correlated with teammate's feedback score.Our...
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