‘Collaborate to graduate’

What works and why?

Kate F. Wilson, Kate Wilson

Research output: Contribution to journalArticle

Abstract

Collaboration is recognised as valuable in enhancing students’ learning as well as their social integration and sense of belonging at an institution, which lead to higher retention rates. We investigate the informal, self-organised collaborative practices of military and civilian engineering students in out-of-class settings using a mixed-methods approach including a weekly survey and in-depth interviews. We find that these students collaborate frequently and pervasively and have developed informal codes of ethics around sharing. Most of the students believe that collaboration with peers is the most effective form of study support. However, we also find that some students may remain isolated. The aspects of the institution and the engineering programme that support these collaborative processes are identified. These aspects include the concurrent military training, which fosters a collaborative rather than competitive or individualistic culture, residential accommodation, and the type of assessment used in engineering. Implications for non-military campuses are discussed.

Original languageEnglish
Pages (from-to)1-15
Number of pages15
JournalHigher Education Research and Development
DOIs
Publication statusE-pub ahead of print - 11 Oct 2019

Fingerprint

graduate
engineering
student
Military
social integration
accommodation
moral philosophy
interview
learning

Cite this

@article{9dd21b6fb66b4b4a937b90a934cfb070,
title = "‘Collaborate to graduate’: What works and why?",
abstract = "Collaboration is recognised as valuable in enhancing students’ learning as well as their social integration and sense of belonging at an institution, which lead to higher retention rates. We investigate the informal, self-organised collaborative practices of military and civilian engineering students in out-of-class settings using a mixed-methods approach including a weekly survey and in-depth interviews. We find that these students collaborate frequently and pervasively and have developed informal codes of ethics around sharing. Most of the students believe that collaboration with peers is the most effective form of study support. However, we also find that some students may remain isolated. The aspects of the institution and the engineering programme that support these collaborative processes are identified. These aspects include the concurrent military training, which fosters a collaborative rather than competitive or individualistic culture, residential accommodation, and the type of assessment used in engineering. Implications for non-military campuses are discussed.",
keywords = "Collaborative learning, emotions, engineering, first-year experience",
author = "Wilson, {Kate F.} and Kate Wilson",
year = "2019",
month = "10",
day = "11",
doi = "10.1080/07294360.2019.1660311",
language = "English",
pages = "1--15",
journal = "HERDSA Review of Higher Education",
issn = "0729-4360",
publisher = "Routledge",

}

‘Collaborate to graduate’ : What works and why? / Wilson, Kate F.; Wilson, Kate.

In: Higher Education Research and Development, 11.10.2019, p. 1-15.

Research output: Contribution to journalArticle

TY - JOUR

T1 - ‘Collaborate to graduate’

T2 - What works and why?

AU - Wilson, Kate F.

AU - Wilson, Kate

PY - 2019/10/11

Y1 - 2019/10/11

N2 - Collaboration is recognised as valuable in enhancing students’ learning as well as their social integration and sense of belonging at an institution, which lead to higher retention rates. We investigate the informal, self-organised collaborative practices of military and civilian engineering students in out-of-class settings using a mixed-methods approach including a weekly survey and in-depth interviews. We find that these students collaborate frequently and pervasively and have developed informal codes of ethics around sharing. Most of the students believe that collaboration with peers is the most effective form of study support. However, we also find that some students may remain isolated. The aspects of the institution and the engineering programme that support these collaborative processes are identified. These aspects include the concurrent military training, which fosters a collaborative rather than competitive or individualistic culture, residential accommodation, and the type of assessment used in engineering. Implications for non-military campuses are discussed.

AB - Collaboration is recognised as valuable in enhancing students’ learning as well as their social integration and sense of belonging at an institution, which lead to higher retention rates. We investigate the informal, self-organised collaborative practices of military and civilian engineering students in out-of-class settings using a mixed-methods approach including a weekly survey and in-depth interviews. We find that these students collaborate frequently and pervasively and have developed informal codes of ethics around sharing. Most of the students believe that collaboration with peers is the most effective form of study support. However, we also find that some students may remain isolated. The aspects of the institution and the engineering programme that support these collaborative processes are identified. These aspects include the concurrent military training, which fosters a collaborative rather than competitive or individualistic culture, residential accommodation, and the type of assessment used in engineering. Implications for non-military campuses are discussed.

KW - Collaborative learning

KW - emotions

KW - engineering

KW - first-year experience

UR - http://www.scopus.com/inward/record.url?scp=85074052568&partnerID=8YFLogxK

U2 - 10.1080/07294360.2019.1660311

DO - 10.1080/07294360.2019.1660311

M3 - Article

SP - 1

EP - 15

JO - HERDSA Review of Higher Education

JF - HERDSA Review of Higher Education

SN - 0729-4360

ER -