Academic Performance

Assessment 2: Individual Essay

How and why should group work in universities be designed differently to foster
stronger relationships with peers?

Rethinking Group Work in Higher Education: A Strategic Approach to

Fostering Stronger Peer Relationships

Student Name:

Student ID:
 Introduction

Group work is a central aspect of contemporary university education, designed to

equip students with essential teamwork and collaboration skills for the dynamic,
globalised workplace. However, these academic exercises often fail to reach their
intended potential due to a range of issues, such as unequal distribution of workload,
freeloading, and interpersonal conflicts. As a result, it is crucial to explore how we
can redesign the construct of group work in universities to foster stronger
relationships among peers while maximising educational outcomes. This essay
argues for a multifaceted approach involving thoughtfully curated group composition,
comprehensive skills training, and the integration of reflective practices.

Understanding the Current Group Work Approach

Group work at the university level typically involves students collaborating to

complete a project or assignment. The purpose of these exercises is multifold. They
allow students to engage in active learning, gain insights from diverse perspectives,
share ideas, and develop critical 'soft' skills such as problem-solving,
communication, and leadership (Hammar Chiriac, 2014). However, these valuable
opportunities for collaboration often become problematic due to poor group
dynamics, unbalanced participation, and interpersonal disagreements, among other
issues (Oakley et al., 2004).

Implications of Poorly Designed Group Work

Poorly structured group work can negatively impact students' learning experiences
and overall satisfaction with their education. Unequal contributions from group
members can breed resentment among those who shoulder more responsibilities,
thereby reducing their motivation and negatively impacting their learning outcomes.
Moreover, without a strategic approach to handling disagreements, group work can
devolve into an arena for conflict rather than collaboration, ultimately resulting in
weaker relationships among peers (Livingstone et al., 2018).
 Redefining Group Work: A Focus on Peer Relationships

To alleviate these issues and promote stronger peer relationships, group work in
universities needs to be reconceptualised. This involves a shift from a mere focus on
completing tasks to a more holistic approach that includes building meaningful
interactions, fostering mutual understanding, and promoting shared accountability.

 Thoughtful Group Composition

A crucial aspect of this shift involves the careful selection of group composition.
Studies suggest that heterogeneous groups comprising diverse skill sets and
backgrounds can foster richer discussions and a more balanced distribution of
workload (Decuyper et al., 2010). Universities could use a range of tools, including
psychometric assessments or peer evaluations, to form such groups, thereby
mitigating the issues associated with unequal contributions.

 Integrated Skills Training

Further, integrating the development of social and communication skills into the
group work framework can significantly enhance the quality of collaboration. Training
sessions covering topics such as conflict resolution, negotiation, and effective
communication can equip students with the necessary tools to handle interpersonal
issues proactively. This can help reduce frustration and the potential for conflict,
contributing to the establishment of more robust relationships (Volet et al., 2009).

 Peer Assessment and Reflective Practices

Finally, the incorporation of peer assessment and reflective practices can foster a
sense of mutual accountability and personal growth, integral to building strong
relationships. It encourages students to give and receive constructive feedback and
to reflect on their behaviour and learning process. Through this process, they
develop critical self-awareness and a better understanding of their peers'
perspectives, thus enhancing their interpersonal relationships (Boud et al., 2015).
 Conclusion

In conclusion, the redesign of group work in universities is not just an academic

imperative; it is an urgent requirement for the holistic development of students. By
focusing on building stronger relationships among peers, universities can provide
students with essential life skills while enhancing their learning experience. This
comprehensive approach to group work ensures that students do not merely 'get the
job done,' but engage in meaningful collaboration that leads to personal growth, skill
development, and long-lasting peer relationships.

Group work provides students with a simulated professional environment where they
can experience firsthand the joys and challenges of teamwork. However, for this
learning strategy to be effective, institutions must ensure that it not only culminates in
successful task completion but also in improved relationship dynamics among
students. The recommendations offered in this essay, including thoughtfully curated
group composition, comprehensive skills training, and reflective practices, are
tangible steps in this direction.

By reimagining group work, universities can truly harness the potential of this
learning strategy. When executed correctly, group work not only enhances academic
outcomes, but it also facilitates the growth of interpersonal skills, builds empathy,
and fosters stronger relationships among students.

Moreover, the skills acquired and relationships formed in these situations often
extend beyond the confines of the classroom, proving valuable in students'
professional lives. As such, the redesign of group work in universities can contribute
to equipping students with the necessary tools and skills to navigate both their
academic and professional journeys successfully.

In summary, the current group work structure in universities requires significant

amendments to foster stronger relationships among peers. Shifting the focus from
mere task completion to relationship building and embedding a more strategic and
comprehensive approach can empower students with essential skills for the future
while enhancing their overall university experience.
As our understanding of effective collaboration and peer relationships deepens, the
methodologies we employ in teaching these crucial skills must evolve as well. By
embracing this challenge, universities can fulfil their primary mandate - to not only
educate but to prepare students for life beyond the academic sphere.
 References

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analysis of ethnic business owners in the UK. International Journal of
Entrepreneurial Behavior & Research, 10(1/2), pp.12-33.

Boud, D., Lawson, R. and Thompson, D.G., 2015. The calibration of student
judgement through self-assessment: disruptive effects of assessment
patterns. Higher education research & development, 34(1), pp.45-59.

Decuyper, S., Dochy, F. and Van den Bossche, P., 2010. Grasping the dynamic
complexity of team learning: An integrative model for effective team learning in
organisations. Educational Research Review, 5(2), pp.111-133.

Burdett, J., 2003. Making groups work: University students’

perceptions. International Education Journal, 4(3), pp.177-191.

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Hammar Chiriac, E., 2014. Group work as an incentive for learning–students’

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Hammar Chiriac, E. and Forslund Frykedal, K., 2011. Management of group work as
a classroom activity. World Journal of Education, 1(2), pp.3-16.

Oakley, B., Felder, R.M., Brent, R. and Elhajj, I., 2004. Turning student groups into
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