Making sense of ethics in engineering education: A discursive examination of students' perceptions of work and ethics on multidisciplinary project teams

CDIO-CONCEPT FOR ENGINEERING EDUCATION IN MECHATRONICS-PROJECT TEAMS IN ACTIVE AND INTEGRATED LEARNING

Proceedings of the JFPS International Symposium on Fluid Power ◽

10.5739/isfp.2005.35 ◽

2005 ◽

Vol 2005 (6) ◽

pp. 35-40

Author(s):

Finn CONRAD ◽

Torben O. ANDERSEN ◽

Michael R. HANSEN ◽

Torben SORENSEN

Keyword(s):

Engineering Education ◽

Project Teams ◽

Integrated Learning

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Leadership in Multidisciplinary Project Teams: Investigating the Emergent Nature of Leadership in an Engineering Education Context

10.18260/1-2--20737 ◽

2020 ◽

Author(s):

Megan Feister ◽

Carla Zoltowski ◽

Patrice Buzzanell ◽

William Oakes ◽

Qin Zhu

Keyword(s):

Engineering Education ◽

Project Teams

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Addressing Collaboration Challenges in Project-Based Learning: The Student’s Perspective

Education Sciences ◽

10.3390/educsci11080434 ◽

2021 ◽

Vol 11 (8) ◽

pp. 434

Author(s):

Bassam Hussein

Keyword(s):

Project Management ◽

Qualitative Analysis ◽

Engineering Education ◽

Project Based Learning ◽

Project Teams ◽

Management Approach ◽

Implementation Challenges ◽

Collaboration Environment ◽

Project Assignment

Project-based learning has been explored in a variety of contexts and different phases of education. Several implementation challenges are associated with project-based learning. Among these challenges is ensuring collaboration between students enrolled in a project assignment. The purpose of this study was to present several practical insights on how to tackle collaboration challenges in project-based learning. The study is based on the qualitative analysis of 67 reflections reports submitted by students who were enrolled in a project-based learning assignment in engineering education. The results suggest that collaboration challenges can be traced to priority conflicts between students as well as to the uncertainty in the project assignment. The results further suggest that these challenges can be successfully addressed by applying a structured project-management approach to planning, communication, and follow up. In addition, the findings suggest this structured approached should be supported by a mindset that recognizes the importance of adaptations and flexibility as the project develops. Moreover, the findings suggest that a collaboration environment based on inclusion, openness, and support enables students to respond to emerging problems and disagreements. The paper outlines several recommendations on how to improve students’ collaboration ability within project teams in the context of project-based assignments.

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Making sense of team integration practice through the “lived experience” of alliance project teams

Engineering Construction & Architectural Management ◽

10.1108/ecam-09-2016-0208 ◽

2018 ◽

Vol 25 (5) ◽

pp. 598-622 ◽

Cited By ~ 2

Author(s):

Che Khairil Izam Che Ibrahim ◽

Seosamh B. Costello ◽

S. Wilkinson

Keyword(s):

Lived Experience ◽

Team Leadership ◽

Collaborative Governance ◽

Project Teams ◽

Content Type ◽

Making Sense ◽

Project Objectives ◽

Key Indicators ◽

Successful Integration ◽

Team Integration

Purpose Team integration is a concept that has been widely fostered in alliances as a way of improving collaborative relationships between diverse organisations. However, deeper insights into the practice of high levels of team integration remain elusive. The purpose of this paper is to develop a deeper understanding of team integration through the “lived experience” of practitioners in an alliance. Design/methodology/approach This study employed a qualitative research methodology. Using a phenomenological examination, via the lived experiences of 24 alliance practitioners, the practice of alliance team integration has been investigated based on the key indicators that foster alliance team integration: team leadership, trust and respect, single team focus on project objectives and key results areas, collective understanding, commitment from project alliance board, single and co-located alliance team, and free flow communication. Findings The findings highlight that alliancing gives the project teams’ flexibility to change and adapt, to advance the collaborative environment and that successful integration of multi-disciplinary project teams requires commitment to the identified indicators. These findings have led to the development of a framework of leadership for successful alliance integrated practices. It is proposed that to influence the leadership for the purpose of achieving successful integration practice, a team-centric approach is required which includes four elements: task and relationship-oriented behaviours; collaborative learning environments; cultivating cross-boundary networks; and collaborative governance. Practical implications As team integration is the central tenet of alliance projects, greater understanding regarding the leadership of integration practice is of value in leveraging the benefits of outstanding performance. Also, the results of the study are expected to be informative and provide insight for alliance teams to help them proactively recognise how the context of integrated teams is influenced by specific indicators, impacting on the extent of integration practice. Originality/value This study contributes to the current body of knowledge concerning the insights from the “lived experience” of alliance teams towards achieving a greater understanding of what contributes to the leadership of successful integration practices.

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