学生如何协商小组工作?小组规范练习和小组发展规范的影响

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Engineering Education Pub Date : 2024-04-17 DOI:10.1002/jee.20596
Oskar Hagvall Svensson, Anders Johansson, Tom Adawi
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引用次数: 0

摘要

工程教育小组工作中的小组规范通常是以隐含的、往往是不平等的方式协商达成的。我们研究了学生如何在小组规范练习中协商小组规范,包括他们构建和借鉴的不同的小组工作理解,以促进他们的协商。我们记录并分析了七个参与学生小组的三个小组规范练习序列,重点是制定团队章程。我们的研究结果表明,小组规范练习可以帮助学生协调他们的期望,并改变先前建立的规范。我们的研究结果表明,小组规范练习可以帮助学生协调期望并改变先前建立的规范,但也可能以这样一种方式进行,即不鼓励学生质疑既定的小组规范,而是通过简单地拒绝其他观点来解决分歧。我们引入了 "小组发展规范 "一词来解释这些动态变化,说明如何制定小组规范的问题本身就是一个需要协商的主题。为避免小组规范练习只是重申主导规范,应向学生提供明确的谈判策略,最好是直接提供便利。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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How do students negotiate groupwork? The influence of group norm exercises and group development norms

Background

Group norms in engineering education groupwork are usually negotiated in an implicit and often unequal manner. Although it is regularly suggested that student groups can function better if norm negotiations are, instead, made explicit, the social dynamics of group norm exercises have remained underexplored.

Purpose

We investigate how students negotiate group norms in group norm exercises, including the different understandings of groupwork that they construct and draw from to facilitate their negotiations.

Method

We recorded and analyzed a sequence of three group norm exercises focused on developing a team charter, with seven participating student groups. Drawing on framing theory, we study negotiation sequences in terms of framing practices, and understandings of groupwork in terms of activity frames.

Results

Our findings suggest that group norm exercises can help students to coordinate their expectations and transform previously established norms. However, they may also be approached in such a way that students are discouraged from questioning established group norms, instead resolving disagreement by simply rejecting alternative perspectives. We introduce the term “group development norms” to explain these dynamics, showing that the question of how to develop group norms is in itself a subject for negotiation.

Conclusions

Providing a forum and process is neither enough to ensure reflective and equitable negotiations nor transparent and inclusive group norms. To avoid that group norm exercises simply reaffirm dominant norms, students should be provided with explicit negotiation strategies and, ideally, direct facilitation.

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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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