Student Engagement in Team Projects

The University of Sheffield, N. Rosado Hau

Introduction

Collaborative projects are a cornerstone of engineering education, preparing students for teamwork in professional settings. However, fostering effective team dynamics can be challenging. Both local and international students may face barriers to full participation, including academic pressures, interpersonal conflicts, cultural differences, or feelings of exclusion. Effective strategies to promote engagement and address disengagement are essential for creating productive and inclusive team environments.

This document outlines common reasons students disengage from team projects, practical strategies for addressing these challenges, and methods for early detection and intervention. By implementing these strategies, teamwork skills can be developed, and students can be empowered to contribute meaningfully.

Understanding Disengagement

Disengagement can stem from a range of psychological, social, and academic factors. A sense of belonging is a significant determinant of participation. When students feel excluded or undervalued, their motivation to contribute often declines [1]. This issue affects both international and local students. Local students may feel disconnected if group dynamics are unwelcoming or dominated by specific individuals.

Psychological safety is another critical factor. Research demonstrates that team members are more likely to contribute ideas and take initiative when they feel safe from judgment or ridicule [2]. In environments where this safety is lacking, students may withdraw from participation, regardless of their background.

Cultural and gender dynamics can also influence engagement. International students may encounter challenges adapting to unfamiliar communication styles or decision-making processes [3]. Local students may experience frustration if these differences lead to misunderstandings. Gender dynamics, such as assigning administrative tasks disproportionately to female team members, can further discourage participation [4].

Academic pressures and skill gaps impact all students. Local students juggling part-time work or other commitments may struggle to meet team expectations, while international students may face challenges adjusting to new academic environments. Those who feel underprepared for their roles are more likely to withdraw rather than seek assistance [6].

Strategies to Support Engagement

• Foster Inclusivity and Psychological Safety
  • Teams should establish a charter that outlines:
    • Roles and responsibilities
    • Communication norms
    • Conflict resolution strategies
  • Efforts should be made to promote respectful communication and ensure that all perspectives are valued.
  • Group interactions should be monitored, and adjustments made if certain individuals dominate discussions. Quieter members can be encouraged to share their views to foster inclusivity.
• Address Cultural and Gender Dynamics
  • Discussions about the value of diversity can help teams leverage the strengths of varied perspectives [3].
  • Role rotation should be implemented to ensure all team members have opportunities to take on leadership and technical tasks.
  • Task allocation should be monitored for fairness, and any biases—such as consistently assigning administrative roles to women or excluding international students from decision-making—should be addressed.
• Promote Fair Work Distribution
  • Regular reviews of task assignments can help ensure balanced workloads. Questions such as, “Does this workload feel fair to everyone?” can prompt valuable discussions.
  • Teams should establish clear timelines and milestones to maintain accountability.
  • Mid-project check-ins can address potential imbalances early, allowing teams to make necessary adjustments.
• Support Students with Academic Pressures and Skill Gaps
  • Providing access to resources, such as tutorials or workshops, can help students develop the skills needed for their roles.
  • Peer mentoring within teams can pair students with complementary strengths, fostering mutual support and reducing skill gaps.
  • Workloads can be adjusted to accommodate individual challenges, ensuring that responsibilities are distributed equitably.
• Help Manage Conflicts Constructively
  • Conflicts within teams should be addressed through open and respectful discussions. Reflective questions, such as “How can everyone’s needs be met moving forward?” can guide productive dialogue.
  • Mediation can help teams identify common goals and implement solutions that benefit all members.

Detecting Disengagement

Early detection of disengagement is essential for timely intervention. Common signs of disengagement and suggested responses are outlined below:

• Signs of Disengagement:
  • Reduced participation in team meetings or discussions.
  • Unresponsiveness to team communications or missed deadlines.
  • Complaints from team members regarding uneven contributions or unresolved conflicts.
• Suggested Responses:
  • Private discussions can be initiated with disengaged students to understand their concerns. Open-ended questions like, “Is there something that’s making it difficult to participate?” can help identify underlying issues.
  • Team discussions can be facilitated to address dynamics affecting engagement.
  • Practical solutions, such as reassigning tasks or adjusting expectations, can be suggested to re-engage the student.

Activity

Scenario: One day before the final team presentation, two students from a group of six approach to report that their team’s deliverables are incomplete. They state that two members have not contributed to their assigned parts, and the reporting students feel they have done most of the work. They are unhappy about the grade they expect to receive and are concerned about the lack of fairness in the team’s performance.

Task: Based on this scenario and the main reasons students tend to disengage, describe strategies that could be implemented during the project weeks to address such situations. Consider approaches that promote fairness, encourage re-engagement, and ensure the team progresses effectively despite the challenges.

References

1. Tinto, V. Leaving College: Rethinking the Causes and Cures of Student Attrition. University of Chicago Press, 1993.
2. Edmondson, A. “Psychological safety and learning behavior in work teams.” Administrative Science Quarterly, vol. 44, no. 2, 1999, pp. 350–383.
3. Hofstede, G. Culture’s Consequences: International Differences in Work-Related Values. Sage Publications, 1980.
4. Eagly, A. H., Karau, S. J. “Role congruity theory of prejudice toward female leaders.” Psychological Review, vol. 109, no. 3, 2002, pp. 573–598.
5. Johnson, D. W., Johnson, R. T. Cooperation and Competition: Theory and Research. Interaction Book Company, 1999.
6. Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, 1978.