Abstract
Belbin team role self and observer perceptions were applied to a large cohort (145) of Geography, Earth and Environmental Sciences undergraduates in a module assessed through two separate group projects. Students self-selected groups for the first project; for the second, groups were more ‘balanced.’ Results show slight improvement in group performance compared with that of previous years, with a significant increase in first-class grades. No evidence was found linking group balance to performance; however, students recognized the value of their Belbin report when entering the job market. Belbin usefully contextualizes regularly occurring group work issues and provides students with ways of managing these issues.
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