Professor Mark O’Hara, Senior Consultant (Education) at Advance HE, reflects on the value and challenges associated with groupwork in higher education.
While attending an academic conference last year I encountered a familiar challenge: the difficulties students face when working in groups. One presenter humorously mentioned that his team had nicknamed a particular module ‘Fight Club’ due to the conflicts that often arose. We all laughed – it was a good joke, well-delivered. But beneath the humour lay a serious issue: why do groupwork activities and assignments sometimes feel like battlegrounds when they should be authentic, empowering and engaging experiences for students?
What it can be
Groupwork is not a new concept in higher education. It’s widely recognised as a valuable method for developing essential skills that students will need in their future careers. Collaborative work allows students to practice and hone their communication, negotiation, conflict resolution, time management and organisational skills – crucial in virtually every professional environment.
Moreover, groupwork contributes to academic success by enabling students to combine their diverse perspectives, leading to richer discussions and more innovative solutions to problems. It can foster a sense of community and belonging, reducing feelings of isolation and stress and help to make the educational experience more enjoyable. By working together, students can establish support systems that boost morale and motivation. Explaining concepts to peers and receiving feedback also deepens understanding and retention of the material. In short, groupwork can be a powerful tool for fostering inclusive, empathetic learning communities as well as enhancing critical and analytical thinking.
What it sometimes becomes
Given these potential benefits it’s a shame that for some educators groupwork can feel like more trouble than it’s worth, and for some students the approach feels intimidating and unfair. The causes likely vary, but a common thread may well be a lack of structure and clear guidance in how groupwork is implemented. In short, if we don’t explicitly address the rules of ‘Fight Club,’ we shouldn’t be surprised if some students find they struggle with the approach. We should also acknowledge that becoming skilled at groupwork is a process not an event. Throwing under-prepared students into high-stakes, flat-marked groupwork assignments is just asking for trouble.
Students cannot be expected to understand the long-term value of groupwork simply because they have been placed in a group and assigned a task. Without proper mediation by staff or experienced peers, students may not fully grasp how to engage effectively in group settings. We tempt fate if we assume that students enter university with the necessary skills, dispositions and prior educational experiences to enable them to work well in groups; it isn’t always the case. Without guidance on self-awareness, emotional regulation, group dynamics, goal setting and the equitable division of labour, students maybe ill-equipped to thrive.
When groupwork lacks structure students may find it difficult to navigate interpersonal and communication challenges. This can lead to unequal contributions, unresolved disagreements and a perception of groupwork as an inefficient and unfair approach to learning. Additionally, logistical issues – such as coordinating tasks and meetings amongst students with diverse commitments – can exacerbate these challenges still further.
Bridging the gap
To transform groupwork from a source of frustration into a valuable learning experience, we need to break the first and second rules of ‘Fight Club’: we need to talk about it.
Clear expectations should be discussed and set from the outset, outlining the objectives, roles and responsibilities of group members. This helps ensure that everyone understands what is expected and it mitigates issues where some students may have more flexibility than others.
Structured training and dialogue on group dynamics, communication, conflict resolution and project management are essential. By equipping students with these tools we can help them to manage group interactions better and resolve conflicts constructively.
Creating an inclusive environment that values diverse perspectives is also crucial. By fostering a culture of micro-affirmations – small, positive gestures that recognise and appreciate different viewpoints and capabilities – we can enhance the quality of group discussions and outcomes and bolster students’ sense of belonging.
Regular check-ins and progress reports are highly beneficial. By monitoring on-going group progress and providing feedback, educators can identify and address issues early on, preventing minor problems from escalating into much bigger, more irreconcilable ones. Alongside these check-ins, encouraging reflective practice and self-assessment amongst group members, both during and after groupwork, allows students to take ownership of their learning and development. Questions like ‘What have I/we learned?’ and ‘What would I/we do differently next time?’ can help students evaluate their experiences, celebrate their successes and identify areas for improvement.
Breaking the first and second rules of ‘Fight Club’
Groupwork doesn’t have to be synonymous with ‘Fight Club.’ With the right approach it can be a powerful tool for developing the skills and dispositions students need for success in their future lives and careers. By providing clear expectations with structured, regular support, we can help students navigate the challenges of groupwork and turn it into the rewarding and enriching experience it should be.
Let’s break the first and second rules of ‘Fight Club’: let’s make the time to have full and frank conversations about groupwork with our students so that we can make it work better for everyone.
Professor Mark O’Hara is Senior Consultant (Education) at Advance HE, a National Teaching Fellow and winner of the Collaborative Award for Teaching Excellence (CATE) in the UK. He has over 30 years’ experience in higher education in a variety of roles including Head of Student Experience, Associate Dean and Associate PVC (Education). Mark is also Vice-Chair of the European Association for Institutional Research (EAIR).
