Abstract
Collaborative group assignments in undergraduate education are important for promoting skill development and preparation for the workplace; however, they are subject to the challenges associated with group dynamics. We determined the effectiveness of a Group Work Contract to facilitate professional behaviours and positive experiences amongst fourth year nutritional science students (n=144) while working collaboratively to complete a Group Literature Critique Assignment designed to promote scientific literacy and critical thinking skills. Changes in students’ attitudes and approaches to group work were assessed before and after completion of the contract and the assignment via two online surveys (Pre- and Post-Group Work Surveys). Completion of the Group Work Contract improved group dynamics including i) frequency of communication, ii) distribution of effort between group members, iii) mutual reliability, iv) respectfulness and inclusivity. Students also reported fewer group problems and an improved ability to work collaboratively in problem solving (P<0.05). Importantly, students reported reduced feelings of anxiety related to group learning and perceptions of achieving a better outcome versus working alone and learning more as a result of working in a group (P<0.05). Additionally, students reported an improvement in their job readiness perceptions with respect to the development of their scientific literacy and critical thinking skills as a result of completing the Group Literature Critique Assignment (P<0.05). Collectively, this data demonstrates that structuring the group work process through the implementation of a Group Work Contract can support the development of positive and effective group dynamics resulting in reduced student anxiety about collaborative learning and perception of a better overall outcome.
Highlights
Following completion of an undergraduate degree in nutritional science, it is expected that graduates will have developed a well-established set of skills that adequately prepare them for continued education or direct employment (Newton, Bettger, Buchholz, Kulak, & Racey, 2015; Rose, 2013)
A frequently reported concern about group work is the inequitable distribution of effort between group members (Livingstone & Lynch, 2000; Freeman & Greenacre, 2010; Janssen et al, 2007), which can limit the associated benefits of collaboration (Johnson & Johnson, 2009)
Following the implementation of the Group Work Contract, students reported an improvement in their attitudes towards and experiences while conducting group work, which included categories of outcomes such as i) an equitable distribution of effort between group members, ii) greater reliability of group members, iii) improved communication with fewer interpersonal disputes between group members, and iv) improved group dynamics such as working collaboratively to solve problems and establishing positive working relationships that were inclusive and respectful
Summary
Following completion of an undergraduate degree in nutritional science, it is expected that graduates will have developed a well-established set of skills that adequately prepare them for continued education or direct employment (Newton, Bettger, Buchholz, Kulak, & Racey, 2015; Rose, 2013) This includes attainment of competency in problem solving, critical thinking, scientific literacy and collaboration, which represent widely transferable skills across academic disciplines and in the workplace, and are highly valuable skills for new graduates (Bridgstock, 2009; Newton et al, 2015; Sibley, Roche, Bell, Temple & Wittmeier, 2017; Snell, Gatt, & Gekara, 2016; Wensing & Grol, 2019).
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
