Assessing Team Member Effectiveness among higher education students using 180° perspective

Abstract

Higher education institutions are increasingly aware of the advisability of training students in teamwork, as professional organisations require their employees to integrate in complex projects with other colleagues. Nevertheless, assessing the acquisition of teamwork skills by students is not an easy task. This research evaluates a project implemented with students on the Bachelor's degree in Business Administration in which the evolution of teamwork skills was tracked while they were doing a team-based assignment. For this purpose, the CATME-BARS scale was employed to evaluate the teamwork skills in peer-assessments during the semester. In addition, the SLPI was used for evaluating leadership. The teamwork dimensions that emerged as significant gave priority to social interdependence over the knowledge, skills, and abilities of the teammate. The student profile was revealed as a key factor. The free-rider problem was detected in the Erasmus students (exchange students). Belonging to more demanding groups and the self-perception of leadership had a positive effect on teamwork effectiveness. In our results, gender and job experience did not influence teamwork effectiveness. Some students underwent a process of personal maturation thanks to the reflection on this soft skill. The research carried out highlights the importance of teamwork ability in university students.