Abstracts – Browse Results
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Abdirad, H and Nazari, A (2015) Barriers to effective implementation of quality management systems in public design projects in Iran. Architectural Engineering and Design Management, 11(06), 457-74.
Rovira-Beleta, E, Cuerva, E, Pires de Souza, E, Planas, C and Alavedra, P (2015) Accessibility of emergency evacuation of persons with disabilities in public swimming pools in Barcelona, Spain: a review of literature and regulations. Architectural Engineering and Design Management, 11(06), 475-87.
Schultz, C S, Jorgensen, K, Bonke, S and Rasmussen, G M G (2015) Building defects in Danish construction: project characteristics influencing the occurrence of defects at handover. Architectural Engineering and Design Management, 11(06), 423-39.
Tucker, R and Abbasi, N (2015) The architecture of teamwork: examining relationships between teaching, assessment, student learning and satisfaction with creative design outcomes. Architectural Engineering and Design Management, 11(06), 405-22.
- Type: Journal Article
- Keywords:
- ISBN/ISSN: 1745-2007
- URL: https://doi.org/10.1080/17452007.2014.927750
- Abstract:
Student satisfaction with teamwork experiences is important for two interrelated reasons. First, students learn about teamwork more effectively when they view their teamwork learning experience more positively. Second, their satisfaction with prior teamwork learning has an impact on future teamwork learning - because team effectiveness is influenced by attitudes and motivations to teamwork shaped by past experience. This paper draws on data collected from almost 196 students at 4 Australian universities. It considers the relationships between architecture students' satisfaction with two dimensions of teamwork - its processes and its outcomes - and five pedagogic factors that teachers can control: team size, assessment, team formation, the teaching of teamwork skills and knowledge, and feedback on teamwork skills and processes. The results indicated that a student's perception of whether assessment was fair was the greatest predictor of satisfaction. Through an understanding of the factors that contribute to positive learning experiences for students in teams, suggestions are given on how design educators might better support student learning in teamwork assignments and student learning of how to design in teams.
Wheeler, A and Malekzadeh, M (2015) Exploring the use of new school buildings through post-occupancy evaluation and participatory action research. Architectural Engineering and Design Management, 11(06), 440-56.