CODE TEAMWORK

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How to deal with challenges of teamwork Lecturer 3:

Computer skills A & B, CAD & GIS

Lecturer 4: Planning Graphics & Planning Design Studio 2, Environmental Studies, Planning

Lecturer 6: Communication Skills

Lecturer 1:Planning Research & Analysis & Infrastructure and Transport Planning

Qu o tat io n s

“So, now what I am going to do is to show each of their work in class and explain to them, exactly why this thing is acceptable or not, so that they can see what they have done. The class can comment and they can be held accountable. That’s the only way, is to hold them accountable by showing it in front of the class.”

“In third year you have to make sure that they keep within the boundaries of the brief. Their scope has to be managed better in third year. They might go beyond what is expected or too little.”

“I don’t have to deal with the challenges of groupwork, they have to. I just want my work done.”

“In third year you have to make sure that they keep within the boundaries of the brief. Their scope has to be managed better in third year. They might go beyond what is expected or too little.”

“I have sessions that deal with the group work dynamics to try and eliminate some of the problems. Our next session is going to be about conflict in the group. I have decided on a few themes already but I am not dead set on when we are doing what. It depends on how the whole collaboration thing works. This is now specifically with first years. At third year, I expect them to have a bit more experience in collaborative work and working together. The next one would be focusing on conflict. So if we work together on an

assignment then the emotions run very high. So within the next month, we are going to work together at an assignment and they need to learn something on conflict

resolution. Being aware, how are you going to handle it? It’s all very practical; I don't go to textbooks and things like that. We have sessions where we list the things that they think can resolve a conflict. We will talk about it and decide how we would handle it. So they have ownership. It’s not about me telling them that this author said this so you can handle conflict.”

CODE TEAMWORK

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Does not encourage of teamwork

Lecturer 2: Planning Law

Lecturer 2: Housing Development & Policy studies Lecturer 2: Urbanisation& Settlement Planning

Q

u

ot

at

ion

“Law is not teamwork

orientated subject.” “Umm…actually not a lot of my subjects encourage teamwork. I am sitting there and thinking for an example, law, encourage teamwork? Ummm, not really.”

“And first year subjects don’t touch on that.”

CODE TEAMWORK

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Teamwork techniques Lecturer 4: Planning Graphics &

Planning Design Studio 2, Environmental Studies, Planning

Lecturer 5: Planning Design Studio 3 Lecturer 6: Communication Skills

Qu o tat io n s

“It’s basically letting students choose their own partners or you choose the groups so that they do assignments together.”

“We give them a topic to either discuss, debate or consult with each other. The output will either be a joint essay, presentation, or a skid that we’ve done before in class, in terms of just written work.” “We do group work assessments each semester."

“I don’t consciously think of techniques. I will give them tasks and I say work on this together. Sometimes, most of the time in class I try to avoid giving them homework because that kinds of puts their backs up against a subject. They don’t think that it is all that important. So I make them do most of their work in class and then I give them

assignments that they have to work on together. I tell them to work together."

Appendix O: Codebook: teamwork techniques

Appendix P: Codebook: lecturer attitude towards students learning from each other

CODE LEARNING FROM EACH OTHER

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Lecturer attitude towards students learning from each other Negative attitude

Lecturer 6: Communication Skills Lecturer 1:Planning Research & Analysis & Infrastructure and Transport Planning Qu o tat io n

s “No, because, I am afraid I have tried it before many times, of almost

four decades of teaching. You find that the blind lead the blind and both land in the ditch. In general, if you put groups together where both people struggle or three or four struggle, it doesn’t lead to much. I have tried it and I was told to do this at school as well and it is a hit and miss situation.”

“It depends on which level of students it is. First year students, they come with experience but not as much as the third years. At third year you can bargain on learning from each other much more than at first year level.”

“In some cases yes, in some cases no. They need to be assisted before they can learn from each other.”

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Positive attitude Lecturer 4:

Planning Graphics & Planning Design Studio 2, Environmental Studies, Planning & Society

Lecturer 5:

Planning Design Studio 3

Lecturer 3:

Computer skills A & B, CAD & GIS

Qu o tat io n s

“Yes, for instance in the applied subjects, they learn a lot from each other because people know how to draw at different levels.” “The studio sessions are an opportunity for people to work together, and they make use of it. If you don’t create group assignments with the theory subjects, they won’t learn from each other. So it has to be forced.”

“I think it’s not only learning from each other but learning through doing practical things. The service learning project would be a good example because we had students split up to do different tasks with the service learning project and each one had to report back to the original group, so that we split the work but the group had exposure to every aspect of the project.”

“I definitely agree with that, peer learning is the best way, especially in the technology cluster. Not always is the lecturer able to show the students how to do certain things in technology. When a student is doing it himself, he discovers things he can pass on to his peers. Therefore, that’s why in third year, this group work is so important because they teach each other. To a certain extent they teach the lecturer as well.”

CODE LEARNING FROM EACH OTHER