Tensions and tactics : a grounded theory of group design projects

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Sharif, Abdul and Haw, Mark and Fletcher, Ashleigh (2018) Tensions and tactics : a grounded theory of group design projects. In: ChemEngDayUK2018, 2018-03-27 - 2018-03-27, University of Leeds.

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Abstract

The group design project (GDP) remains a critical pedagogical activity and a necessary component of IChemE accredited programs. As a capstone element of undergraduate degrees, GDPs offer, amongst other opportunities, application of prior learning as well as the potential for students to develop vital employability skills such as communication and teamwork. Hence, these programs can potentially ease student transitions into various graduate destinations. IChemE’s accreditation guidelines, however, state “an academic design project should simulate so far as is reasonably possible the real world, whilst acknowledging the constraints of the educational setting…” (IChemE, 2017). This statement suggests the tensions that arise when delivering GDPs in an educational context. Utilising qualitative social research methods following a grounded theory (GT) approach, the aim of the presented work is to develop a social theory centred around what actually happens during GDPs. GT, a relatively novel method for social inquiry, involves developing an empirically-based theory of social phenomena and has been employed to develop understanding and improve practice in areas ranging from nursing to business management. The presented work addresses how such projects and possible tensions are experienced by staff & students; their challenges and strategies employed to resolve these; and how these strategies and resolutions impact on technical and experiential learning outcomes. Further, the work will offer practical insights for co-ordinators of such programs to help make decisions around curriculum design and delivery. The delivery of 3 different iterations of the semester-long GDP at the University of Strathclyde have been explicitly investigated, as well as information gained on prior years through extant-documents. Numerous modes of data collection have been employed including in-depth student and staff interviews, observations of supervisory meetings and documentations such as design briefs. Preliminary findings indicate the importance of many factors which influence students’ behaviour and experience. Supervisory meetings offer the opportunity for students to obtain understanding of how communication and behaviour is situationally dependent. Thus, supervisory meetings can be organised to simulate a work setting, however this simulation can be directly in opposition to the academic constraints of evaluation and student expectations of academic instruction. Positive group dynamics can be facilitated with frequent physical interaction, thus appropriate physical spaces for groupwork become a concern for students. Students also grapple with individualised tasks by seeking guidance through self-learning, supervisory guidance and peers. Students experience tension between their pursuit for consistency and attempts to excel beyond their peers. Staff concerns center around initially developing an identity of supervision or supervisory style; coming to terms with their own expertise; intervening in response to group behaviour; interpreting the design brief; responding to student-initiated negotiations; and balancing guidance with instruction. Consistency is a challenge for delivery of GDPs, as each supervisor brings their own background, expertise and perceptions of the GDP’s purpose and value. For future work, additional interviews will be conducted as well as a UK-wide survey research which will be employed to elucidate the wider-UK picture of student and staff experience of group design projects.

ORCID iDs

Sharif, Abdul ORCID logoORCID: https://orcid.org/0000-0002-9661-1644, Haw, Mark ORCID logoORCID: https://orcid.org/0000-0003-3736-1857 and Fletcher, Ashleigh ORCID logoORCID: https://orcid.org/0000-0003-3915-8887;
CORE (COnnecting REpositories)