Instilling collaborative and reflective practice in engineers: using a team-based learning strategy to prepare students for working in project teams

Figures & data

Table 1. Categories and category clusters identified from post-content analysis of students’ personal reflective statements.

Cluster: Working together
Collaboration
Face-to-face meetings
Individual behaviours
Individual capability and interest
Individual contribution
Individual development and learning
Leadership
Stress and anxiety
Understanding the role of others
Cluster: Working processes
Baselines and plan revisions
Collaborative tools
Communication
Deliverables and deadlines
Delivering a quality report
Documentation and specification
Initial brainstorming and understanding the task
Tasking – roles and responsibilities
Team productivity
Work breakdown structure
Cluster: Module design and organisation
Course organisation
Link to professional practice

Table 2. Proportion of units of analysis against category code (top 10).

Category code	% of units coded for category
Collaboration	19
Tasking – roles and responsibilities	14
Team productivity	13
Work breakdown structure	10
Delivering a quality report	7
Communication	6
Collaborative tools	4
Initial brainstorming and understanding the task	4
Deliverables and deadlines	3
Face-to-face meetings	3

Total number of coded units in analysis = 845.

Figure 1. Proportion of units coded by category as either positive, neutral or negative.