Orchestrating conflict in teams with the use of boundary objects and trading zones in innovation-driven engineering design projects

Miranda, Constanza; Goñi, Julián; Hilliger, Isabel

doi:10.1007/s10798-019-09552-2

Cited by 7 publications

(15 citation statements)

References 45 publications

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“…As described by classic constructivist theories of learning, cognitive conflict is a prerequisite for higher-order learning [54]. This is especially the case in the context of innovation-driven teams where creativity and divergence are valued [16]. In this sense, our observation based on the findings, far from encouraging the apparent changes in teamwork dynamics, points out its potential risks.…”

Section: Discussionmentioning

confidence: 63%

“…Students may perceive this increased "efficiency" as a gain of the digital transition; however, this perception is not in line with current educational research. Theory and empirical research show that task conflict (disagreements about the team task) [27]-such as Q10-is key to foster team performance and especially group creativity [16,[51][52][53]. As described by classic constructivist theories of learning, cognitive conflict is a prerequisite for higher-order learning [54].…”

Section: Discussionmentioning

confidence: 99%

“…Other factors such as group formation have a significant impact on the learning experience in PBL. Students tend to prefer teammates based on friendship and similarity in attributes such as being hardworking, flexible, and helpful [15] even though diversity and group conflict can drive innovation in engineering-design teams [16].…”

Section: Teamwork As An Educational Methods For Engineering Educationmentioning

confidence: 99%

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Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education

et al. 2020

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Teamwork has been systematically studied in engineering education as an educational method and a learning outcome. Based on the recent advances in socially-shared regulation as a framework for teamwork processes, this study explores the impact of the transition to online learning. The purpose of this study is to understand if face-to-face and online team dynamics differ concerning the prevalence of personal goals, team challenges, and individual/social strategies. The Adaptive Instrument for Regulation of Emotions (AIRE) Questionnaire was used to compare two semesters in project-based learning engineering courses that were face-to-face (2019) and then converted to an online modality (2020) due to the COVID-19 crisis. Our results show that both modalities report mostly the same prevalence of goals, challenges, and strategies. However, online students tend to manifest a significantly lower prevalence of specific challenges and strategies, suggesting that online teamwork may have involved less group deliberation. These results provide evidence for the "equivalency theory" between online and face-to-face learning in a context where all systemic levels transitioned to a digital modality. These findings raise the question of whether online teaching encourages the emergence of team conflict and deliberation needed for creative thinking.

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Section: Discussionmentioning

confidence: 63%

Section: Discussionmentioning

confidence: 99%

Section: Teamwork As An Educational Methods For Engineering Educationmentioning

confidence: 99%

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Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education

et al. 2020

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“…Although engineering is a technical profession, the collaborative, applied nature of engineering work demands that engineers are able to work in diverse, multidisciplinary teams (Docherty et al, 2020 ; Miranda et al, 2019 ). Indeed, these skills are expressly required by many engineering accreditation agencies (ABET, 2013 ; ENAEE, 2021 ).…”

Section: Developing Equitable Teamwork Skillsmentioning

confidence: 99%

“…For example, Kelly Cross and Marie found that personal interactions directly influenced how black students experienced their student teams in engineering and Prisca Aeby et al (2019) found that gender influenced expectations and task assignments in student engineering teams. While the difficulties underrepresented groups encounter in engineering student teams have been identified (Cech & Rothwell, 2018;Dee & Gershenson, 2017), there is less work investigating how conflict, bias, and inequality are managed by student teams (Aeby et al, 2019;Isaac & Tormey, 2015;Miranda et al, 2019;Strachan et al, 2018;Wolfe et al, 2016).…”

Section: Developing Equitable Teamwork Skillsmentioning

confidence: 99%

Educating Engineering Students to Address Bias and Discrimination Within Their Project Teams

2023

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What training should engineering students receive to enable them to contribute to reducing bias, discrimination and the persistent lack of diversity in engineering? Collaboration is central to professional engineering work and, consequently, teamwork and group projects are increasingly present in engineering curricula. However, the influence of unconscious bias on interactions within teams can negatively affect women and underrepresented groups and is now recognised as an important engineering ethics issue. This paper describes a workshop designed to enable engineering students to work equitably in diverse teams. Key features of the workshop include (1) the emotionally safe, empowering and warm environment created, (2) the creation of opportunities for students to discuss and apply the issues raised to their own engineering projects, and (3) the opportunities to practice the use of both proactive and reactive strategies to address bias and discrimination in teams. The evaluation of the workshop suggests that engineering students regarded both onsite and online formats as providing useful skills that they intended to apply in practice. Follow-up evaluations suggest that the workshop leads to behavioural change, especially the use of proactive teamwork strategies intended to reduce the impact of unconscious bias.

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Embracing the social turn: epistemic change in engineering students enrolled in an anthro-design course

Miranda

Goñi

Sotomayor

2021

Int J Technol Des Educ

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Orchestrating conflict in teams with the use of boundary objects and trading zones in innovation-driven engineering design projects

Cited by 7 publications

References 45 publications

Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education

Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education

Educating Engineering Students to Address Bias and Discrimination Within Their Project Teams

Embracing the social turn: epistemic change in engineering students enrolled in an anthro-design course

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