Processos disfuncionais no trabalho de grupo e perceções de justiça dos estudantes: um estudo de caso exploratório no ensino superior

Autores

  • Jorge Ávila de Lima Departamento de Sociologia, Faculdade de Ciências Sociais e Humanas, Universidade dos Açores; Centro Interdisciplinar de Ciências Sociais – CICS.UAc/CICS.NOVA.UAc, Portugal https://orcid.org/0000-0002-2311-1796

DOI:

https://doi.org/10.25757/invep.v11i1.235

Resumo

Os contributos desiguais e outras características disfuncionais dos grupos de estudantes são um fenómeno relativamente bem investigado. No entanto, ainda sabemos pouco sobre como os alunos vivenciam estas situações e como isso afeta a sua perceção da justiça dos sistemas que os docentes usam para avaliar o seu trabalho. Neste artigo, apresenta-se e discute-se os resultados de um estudo de caso que abordou estas questões. A investigação concentrou-se numa turma de métodos de pesquisa sociológica, no ensino superior, em que os alunos formaram grupos de trabalho para desenvolverem projetos de pesquisa ao longo de um semestre. Os dados foram recolhidos por meio de entrevistas qualitativas semiestruturadas e sujeitos a uma análise de conteúdo. Os resultados indicam que embora a maioria dos estudantes tenha experienciado situações disfuncionais nos seus grupos, especialmente no que diz respeito a contributos desiguais dos respetivos membros, rejeitou, mesmo assim, a adoção de um sistema de avaliação baseado no princípio da equidade, através da prestação de contas individual. Interpretamos estes resultados à luz das normas relacionais que governam a vida social dos grupos de estudantes.SoS

Downloads

Não há dados estatísticos.

Biografia Autor

Jorge Ávila de Lima, Departamento de Sociologia, Faculdade de Ciências Sociais e Humanas, Universidade dos Açores; Centro Interdisciplinar de Ciências Sociais – CICS.UAc/CICS.NOVA.UAc, Portugal

Jorge Ávila de Lima é Professor Catedrático da Faculdade de Ciências Sociais e Humanas da Universidade dos Açores, Portugal. É licenciado em Sociologia, pela Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa, e Mestre em Análise Social da Educação, pelo Departamento de Educação da Faculdade de Ciências da Universidade de Lisboa. É Doutor na área de especialidade de Sociologia da Educação. Tem publicado ao nível nacional e internacional sobre temas como a colaboração profissional entre docentes, as redes sociais e as culturas de escola. É um reputado especialista internacional na temática das redes sociais em educação. É ainda membro do corpo editorial de diversas revistas científicas nacionais e internacionais.

Referências

Aarnio, M., Lindblom-Ylanne, S., Nieminen, J., & Pyoralla (2014). How do tutors intervene when conflicts on knowledge arise in tutorial groups? Advances in Health Science Education. doi: 10.1007/s10459-013-9473-5

Aggarwal, P., & O’Brien, C. L. (2008). Social loafing on group projects: Structural antecedents and effect on student satisfaction. Journal of Marketing Education, 30(3), 255-264. doi: 10.1177/0273475308322283

Ain, C. T., Sabir, F., & Willison, J. (2018). Research skills that men and women developed at university and then used in workplaces. Studies in Higher Education, doi: 10.1080/03075079.2018.1496412

Ainsworth, J. (2016). Student-led project teams: significance of regulation strategies in high- and low-performing teams. Journal of Management Education, 40(4), 453-477. doi: 10.1177/1052562916630575

Albon, R., & Jewels, T. (2014). Mutual performance monitoring: elaborating the development of a team learning theory. Group Decision and Negotiation, 23, 149-164. doi: 10.1007/s10726-012-9311-9

Askay, D. (2017). Communication. In D. Levi (Ed.), Group dynamics for teams (pp. 105-132). Thousand Oaks, CA: SAGE.

Bacon, D. R. (2005). The effect of group projects on content-related learning. Journal of Management Education, 29, 248-267. doi: 10.1177/1052562904263729

Bacon, D. R., Stewart, K. A., & Silver, W. (1999). Lessons from the best and worst student team experiences: How a teacher can make the difference. Journal of Management Education, 23(5), 467-488. doi: 10.1177/105256299902300503

Bartholomay, D. J. (2018). Making room for methods: Incorporating full-scale research projects in non-methods courses. Teaching Sociology 46(3), 247-261. doi: 107.171/0707/90200925055X5X171773377356

Borg, M., Kembro, J., Notander, J. P., Petersson, C., & Ohlsson, L. (2011). Conflict management in student groups: A teacher’s perspective in higher education. Högre utbildning, 1(2), 111-124.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychological research. Journal of Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa

Brennan, P., & Silman, A. (1992). Statistical methods for assessing observer variability in clinical measures. British Medical Journal, 304, 1491-1494. doi: 10.1136/bmj.304.6840.1491

Brooks, C. M., & Ammons, J. L. (2003). Free riding in group projects and the effects of timing, frequency, and specificity of criteria in peer assessments. Journal of Education for Business, 78, 268-272. doi: 10.1080/08832320309598613

Broughton, C. (2011). Making the undergraduate classroom into a policy think tank: reflections from a field methods class. Teaching Sociology, 39(1), 73-87. doi: 10.1177/0092055X10390650

Caulfield, S. L., & Persell, C. H. (2006). Teaching social science reasoning and quantitative literacy: The role of collaborative groups. Teaching Sociology, 34(1), 39-53. doi: 10.1177/0092055X0603400104

Chapman, K. J., & van Auken, S. (2001). Creating positive group project experiences: An examination of the role of the instructor on students’ perceptions of group projects. Journal of Marketing Education, 23, 117-127. doi: 10.1177/0273475301232005

Clark, T., & Foster, L. (2017). ‘I’m not a natural mathematician’: Inquiry-based learning, constructive alignment and introductory quantitative social science. Teaching Public Administration, 35(3), 260–279. doi: 10.1177/0144739417711219

Clarke, S., & Blissenden, M. (2013). Assessing student group work: Is there a right way to do it? The Law Teacher, 47(3), 368-381. doi: 10.1080/03069400.2013.85

Colquitt, J. A., & Jackson, C. L. (2006). Justice in teams: The context sensitivity of justice rules across individual and team contexts. Journal of Applied Social Psychology, 36(4), 868-899. doi: 10.1111/j.0021-9029.2006.00047.x

Curseu, P. (2011). Intra-group conflict and teamwork quality: The moderating role of leadership styles. Administrative Sciences, 1, 3-13. doi:10.3390/admsci1010003

Curşeu, P., Janssen, S., & Raab, J. (2012). Connecting the dots: Social network structure, conflict, and group cognitive complexity. Higher Education, 63, 621-629. doi: 10.1007/s10734-011-9462-7

Curşeu, Petru, Steffie E. A. Janssen, and Jorg Raab. 2012. “Connecting the dots: Social network structure, conflict, and group cognitive complexity.” Higher Education 63:621-629. doi: 10.1007/s10734-011-9462-7

Davidson, N., & Major, C. H. (2014). Boundary cross¬ings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25(3&4), 7-55.

Davison, H. K., Mishra, V., Bing, M. N., & Frink, D. W. (2014). How individual performance affects variability of peer evaluations in classroom teams: A distributive justice perspective. Journal of Management Education, 38(1), 43–85. DOI: 10.1177/105256291247528

Deeter-Schmelz, D. R., Kennedy, K. N., & Ramsey, R. P. (2002). Enriching our understanding of student team effectiveness. Journal of Marketing Education, 24, 114-124. doi: 10.1177/027753024002004

Dixon, A. L., Gassenheimer, J. B., & Barr, T. F. (2003). Identifying the lone wolf: A team perspective. Journal of Personal Selling and Sales Management, 23, 205-219. doi: 10.1080/08853134.2003.10748999

Dommeyer, C. J. (2007). Using the diary method to deal with social loafers on the group project: Its effects on peer evaluations, group behavior, and attitudes. Journal of Marketing Education, 29, 175-188. doi:10.1177/0273475307302019

Earley, M. A. (2014). A synthesis of the literature on research methods education. Teaching in Higher Education, 19(3), 242-253. doi: 10.1080/13562517.2013.860105

Eglitis, D. S., Buntman, F. L., & Alexander, D. V. (2016). Social issues and problem-based learning in Sociology: Opportunities and challenges in the undergraduate classroom. Teaching Sociology, 44(3), 212–20. doi: 10.1177/0092055X16643572

Espey, M. (2018). Enhancing critical thinking using team-based learning. Higher Education Research & Development, 37(1), 15-29. doi: 10.1080/07294360.2017.1344196

Fiechtner, S. B., & Davis, E. A. (2016). Republication of “Why some groups fail: A survey of students’ experiences with learning groups”. Journal of Management Education, 40(1), 12-29. doi: 10.1177/1052562915619639

Huggins, C. M., & Stamatel, J. P. (2015). An exploratory study comparing the effectiveness of lecturing versus team-based learning. Teaching Sociology, 43(3), 227-235. doi: 10.1177/0092055X15581929

Jassawalla, A., Sashittal, H., & Malshe, A. (2009). Students’ perceptions of social loafing: Its antecedents and consequences in undergraduate business classroom teams. Academy of Management Learning & Education, 8(1), 42-54. doi: 10.5465/AMLE.2009.37012178

Joo, M. H., & Dennen, V. P. (2017). Measuring university students’ group work contribution: Scale development and validation. Small Group Research, 48(3) 288–310. doi: 10.1177/1046496416685159

Karau, S. J., & Williams, K. D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65, 681-706. doi: 10.1037/0022-3514.65.4.681

Kidder, D. L., & Bowes-Sperry, L. (2012). Examining the influence of team project design decisions on student perceptions and evaluations of instructors. Academy of Management Learning & Education, 11, 69-81. doi:10.5465/amle.2010.0040

Kouliavtsev, M. (2012). Social loafers, free-riders, or diligent isolates: Self-perceptions in teamwork. Atlantic Economic Journal, 40(4), 437–438. doi: 10.1007/s11293-012-9333-3

Lane, D. R. (2012). Peer feedback processes and individual accountability in team-based learning. In M. Sweet & L. K. Michaelsen (eds.), Team-based learning in the social sciences and humanities (pp. 51-62). Sterling, VA: Stylus.

Lima, J. Á. (2013). Por uma análise de conteúdo mais fiável. Revista Portuguesa de Pedagogia, 47(1), 7-29. https://impactum-journals.uc.pt/rppedagogia/article/view/1647-8614_47-1_1/1143

Loughry, M. L., Ohland, M. W., & Moore, D. D. (2007). Development of a theory-based assessment of team member effectiveness. Educational and Psychological Measurement, 67, 505-524. doi: 10.1177/0013164406292085

Maiden, B., & Perry, B. (2011). Dealing with free-riders in assessed group work: Results from a study at a UK university. Assessment & Evaluation in Higher Education, 36(4), 451-464. doi: 10.1080/02602930903429302

Masika, R., & Jones, J. (2016). Building student belonging and engagement: Insights into higher education students’ experiences of participating and learning together. Teaching in Higher Education, 21(2), 138-150. doi:10.1080/13562517.2015.1122585

McCorkle, D. E., Reardon, J., Alexander, J. F., Kling, N. D., Harris, R. C., & Iyer, R. V. (1999). Undergraduate marketing students, group projects, and teamwork: The good, the bad, and the ugly? Journal of Marketing Education, 21, 106-117. doi: 10.1177/0273475399212004

Mello, J. A. (1993). Improving individual member accountability in small work group settings. Journal of Management Education, 17(2), 253-259. doi: 10.1177/105256299301700210

Mero, N. P., Guidice, R. M., & Brownlee, A. L. (2007). Accountability in a performance appraisal context: The effect of audience and form of accounting on rater response and behavior. Journal of Management, 33, 223-252. doi: 10.1177/0149206306297633

Monson, R. (2017). Groups that work: Student achievement in group research projects and effects on individual learning. Teaching Sociology, 45(3), 240-251. doi: 10.1177/0092055X17697772

Monson, R. A. (2018). Do they have to like it to learn from it? Students’ experiences, group dynamics, and learning outcomes in group research projects. Teaching Sociology, 1-19. doi: 10.1177/0092055X18812549

Neu, W. A. (2012). Unintended cognitive, affective, and behavioral consequences of group assignments. Journal of Marketing Education, 34(1) 67–81. doi: 10.1177/0273475311430806

North, A. C., Linley, P. A., & Hargreaves, D. J. (2000). Social loafing in a cooperative classroom task. Educational Psychology, 20, 389-392. Doi: 10.1080/01443410020016635

Park, J. J., Park, S., Choe, N. H., & Schallert, D. L. (2019). When groups experience conflict: Intersection among undergraduates’ individual and group motivational goals project commitment and emotions. Educational Psychology, DOI: 10.1080/01443410.2019.1618444

Peyrefitte, M., & Lazar, G. (2018). Student-centered pedagogy and real-world research: Using documents as sources of data in teaching social science skills and methods. Teaching Sociology, 46(1), 62-74. doi: 10.1177/0092055X17727835

Pfaff, E., & Huddleston, P. (2003). Does it matter if I hate teamwork? What impacts student attitudes toward teamwork. Journal of Marketing Education, 25(1), 37-45. doi: 10.1177/0273475302250571

Postlethwait, A. E. (2016). Group projects in social work education: The influence of group characteristics and moderators on undergraduate student outcomes. Journal of Teaching in Social Work, 36, 256-274. doi: 10.1080/08841233.2016.1182610

Riebe, L., Girardi, A., & Whitsed, C. (2016). A systematic literature review of teamwork pedagogy in higher education. Small Group Research, 47(6), 619-664. doi: 10.1177/1046496416665221

Rusticus, S. A., & Justus, B. J. (2019). Comparing student- and teacher-formed teams on group dynamics, satisfaction, and performance. Small Group Research, 50(4) 443–457. DOI: 10.1177/1046496419854520

Scott-Ladd, B., & Chan, C. C. A. (2008). Using action research to teach students to manage team learning and improve teamwork satisfaction. Active Learning in Higher Education, 9(3), 231-248. doi: 10.1177/1469787408095848

Stangor, C. (2004). Social groups in action and interaction. New York, NY: Psychology Press.

Stein, R. E., Colyer, C. J., & Manning, J. (2016). Student accountability in team-based learning classes. Teaching Sociology, 44(1) 28–38. DOI: 10.1177/0092055X15603429

Sweet, M., & Pelton-Sweet, L. M. (2008). The social foundation of team-based learning: Students accountable to students. New Directions for Teaching and Learning, 116, 29-40. doi: 10.1002/tl.331

Wagner, J., III. (1995). Studies of individualism-collectivism: Effects on cooperation in groups. Academy of Management Journal, 38, 152-172. DOI: 10.2307/256731

Yin, R. (2018). Case study research and applications: Design and methods (6th ed.). Thousand Oaks, CA: Sage.

Downloads

Publicado

24-03-2021

Como Citar

Lima, J. Ávila de. (2021). Processos disfuncionais no trabalho de grupo e perceções de justiça dos estudantes: um estudo de caso exploratório no ensino superior. Da Investigação às Práticas: Estudos De Natureza Educacional, 11(1), 123–149. https://doi.org/10.25757/invep.v11i1.235

Edição

Secção

Artigos