Predicting Satisfaction with Group Work Assignments

Abstract

Universities are increasingly using group based assessment tasks; however, as with workplace teams, such tasks often elicit mixed feelings from participants. This study investigated factors that may predict student satisfaction with group work at university. Final-year business students completed a questionnaire addressing experiences of group work. Quantitative and qualitative data suggest that the major barrier to students’ group work satisfaction was workload issues. Conversely, perceptions of learning and feelings of group-based achievement contributed most to satisfaction. Knowledge of predictors of satisfaction allows teaching staff to identify potential problems in groups, and improve the quality of the group work experience. This journal article is available in Journal of University Teaching & Learning Practice: http://ro.uow.edu.au/jutlp/vol6/iss1/7 Journal o f Univers i t y Teaching and Learn ing Prac t i ce Predicting Satisfaction with Group Work Assignments Jane Burdett School of Management, University of South Australia Jane.Burdett@unisa.edu.au Brianne Hastie Division of Business, University of South Australia Brianne.Hastie@unisa.edu.au Abstract Universities are increasingly using group based assessment tasks; however, as with workplace teams, such tasks often elicit mixed feelings from participants. This study investigated factors that may predict student satisfaction with group work at university. Final-year business students completed a questionnaire addressing experiences of group work. Quantitative and qualitative data suggest that the major barrier to students’ group work satisfaction was workload issues. Conversely, perceptions of learning and feelings of group-based achievement contributed most to satisfaction. Knowledge of predictors of satisfaction allows teaching staff to identify potential problems in groups, and improve the quality of the group work experience.Universities are increasingly using group based assessment tasks; however, as with workplace teams, such tasks often elicit mixed feelings from participants. This study investigated factors that may predict student satisfaction with group work at university. Final-year business students completed a questionnaire addressing experiences of group work. Quantitative and qualitative data suggest that the major barrier to students’ group work satisfaction was workload issues. Conversely, perceptions of learning and feelings of group-based achievement contributed most to satisfaction. Knowledge of predictors of satisfaction allows teaching staff to identify potential problems in groups, and improve the quality of the group work experience. P r e d i c t i n g S a t i s f a c t i o n w i t h G r o u p Wo r k A s s ig n m en t s J a n e B u rd e t t a n d B r i a n n e H a s t i e Journal of University Teaching and Learning Practice Vol 6.1, 2009 62 Predicting student satisfaction with group work assignments The emerging predominance of group work assignments represents a major trend in education (Brown, Bull, & Pendlebury, 1997; Gottschall & Garcia-Bayonas, 2008). Employers highly value teamwork skills and seek the development of these in graduates (Cranmer, 2006). This study investigates the issue of university student satisfaction with group work assessments. Insights drawn from this study should inform the development of strategies to improve student group work assignment experiences and outcomes. Group work provides an opportunity for students to engage in peer-to-peer learning. Learning is enhanced when students are able to share and clarify their knowledge, and build creative problem solving capabilities (Almond, 2009; Johnson & Johnson, 2005). Working together productively can result in more favourable attitudes to learning and persistence within degrees (Scott-Lad & Chan, 2008; Springer, Stanne, & Donovan, 1999) and academics often favour group work for its anticipated reduction in marking loads. Despite their advantages, group assignments are not always regarded positively by students (Burdett, 2006; Payne & Monk-Turner, 2006); and dissatisfied students can inhibit the performance of others, resulting in poorer group outcomes (Freeman, 1996). Also, groups that become dysfunctional result in collaborative efforts failing and compromised learning outcomes (Livingstone & Lynch, 2002). In some cases content learning can be impeded by group, as opposed to individual, work (Bacon, 2005). These negative outcomes are likely to reduce satisfaction, a critical issue given that student satisfaction has been linked to decreased drop-out rates and higher learning performance (Suhre, Jansen, & Harskamp, 2007). Furthermore, valuable learning opportunities are missed when future group work is avoided (Volet & Mansfield, 2006). Student satisfaction is used as a critical indicator of quality of teaching and is allied to academic tenure, promotion, university reputation, and student choice (Moore, 2006). Funding pressures reinforce priority areas for teaching practice. Faculty must attend to ‘satisfaction’ as reflected in student course evaluations, a focus that influences the design, delivery, and assessment of courses. Hence, student satisfaction is a key concern for academic staff. It is important that such a potentially contentious teaching methodology as group work be investigated so that both positive and problematic aspects are understood. This study investigated the experience of group work, focusing on key areas in which students’ satisfaction with assessed group work experiences might be improved. Of particular interest were: individuals’ achievement orientations; whether students took on leadership roles within groups; their perceptions of workload fairness; and their satisfaction with the outcomes, in terms of marks awarded and learning about group work skills. Predictors of Group Work Satisfaction This study specifically addressed the impact of five issues on students’ general satisfaction with group work projects at university, related to individuals (achievement orientations); and their satisfaction with aspects of the task (leadership roles and workload within task), and its outcomes (marks and learning). Achievement orientation Group work requires changes to conventional learning styles and may contradict the motivations, aptitudes, and learning preferences of high achievers (Yazici, 2005). Those with high achievement orientation are often competitive, seek to work alone, and are less accepting of group-based rewards (Trank, Rynes, & Bretz, 2002). Almond (2009) concluded that group assessment disadvantages high achieving individual students, and Bahar (2003) found that students with achievement-oriented motivational styles were significantly less satisfied with group work, compared to those with curious, conscientious, and sociable learning styles. It was expected that achievement orientation would be negatively related to overall satisfaction with group work. P r e d i c t i n g S a t i s f a c t i o n w i t h G r o u p Wo r k A s s ig n m en t s J a n e B u rd e t t a n d B r i a n n e H a s t i e Journal of University Teaching and Learning Practice Vol 6.1, 2009 63 Leadership roles in groups Most group work assessment tasks involve leaderless groups, however, in practice, one or more students often end up taking responsibility for completing the work, whether or not they want to (Mills, 2003). In some cases, these ‘leaders’ may be encouraged by others in the group to do more, resulting in higher responsibility and workload, while ‘free riders’ in the group flourish (Payne & Monk-Turner, 2006). This is likely to lead to resentment and dissatisfaction. There is the possibility that the high degree of control over the group work product may contribute to greater satisfaction among leaders (Pfaff & Huddleston, 2003). However, while this may increase their satisfaction with the product created, it is unlikely to increase their satisfaction with the group work process. It was expected that taking on a leadership role would be negatively associated with overall satisfaction with group work.