Abstract
The objective of this paper is to document management practices associated with university undergraduate group-work projects. Various articles report the benefits associated with setting university- based group-work activities. However, there appears to be a notable under reporting of the university educator’s experiences and practices associated with managing successful group-work projects. This paper, through the use of personal reflection, documents student group-work management activities that were identified and refined over a period of time. Arguably, the paper lays out the foundations for other educators to use some of the identified group-work management practices in their own teaching. The paper highlights that group-work projects undertaken over short time frame with small student numbers are more likely to have fewer group problems and be more effective in achieving goals. Furthermore, it is proposed that a project diary or log, when appropriately completed, is an important resource that can be used as documentary evidence in the event of intra-group conflict or dispute resolution
Published Version
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