Learning teamwork in architectural education

Publication Type:
Issue Date:
Full metadata record
Files in This Item:
Filename Description Size
Thumbnail01Front.pdf409.68 kB
Adobe PDF
Thumbnail02Whole.pdf3.68 MB
Adobe PDF
This work explores the learning of teamwork in the education of professional architects within the context of co-operative education or work-based learning. Using Grounded Theory, three experiences of Teamwork are studied: Taught Teamwork, which was taught at University of Technology, Sydney over a specific period of time; Learned Teamwork, based on experiential learning; and Accidental Teamwork, teamwork that is derived from experiences both inside and outside the University. This study utilises results from earlier research in teamwork and in the management of teams, especially the research by Meredith Belbin and others, and a model of teamwork developed by Meredith Belbin. Evidence is presented from the published literature in the field including reviews of current and past theories, and empirical studies. Initially students in the study regarded learning about professional teamwork as secondary during their architectural studies but this research revealed that they later reassessed teamwork as a critical skill in their professional careers. The basic propositions underpinning this research are that learning teamwork involves both reflection and integrating new knowledge with past experiences, and that teamwork is an appropriate topic to be taught within the university setting. The analysis is conducted from a perspective of both learning teamwork and the governance of teams. The data and analysis offers support for an argument that teamwork is an important skill for professional architects and can be taught in an academic setting. Recommendations for further research are outlined.
Please use this identifier to cite or link to this item: