Larssyn Staley, Fachhochschule Nordwestschweiz, School of Business

In order to excel in their future careers, business administration students need to be equipped with skills and competencies, such as collaboration, critical thinking and communication, that enable them to adapt to a dynamic work environment. This demand provides an opportunity for higher education to change its focus to one that allows subject specific knowledge to be taught and assessed through methods that also further their development of a range of competencies. This SoTL project explores the effects of structured teamwork practice opportunities, peer-feedback and reflection on students’ development of teamwork competencies. It also investigates whether students’ performance improves and how helpful and accurate students consider self- and peer evaluations to be. Second-semester students of business administration (international management) were surveyed before and after a semester long module in which they received input on effective teamwork, worked in teams across the semester and engaged in self-reflection and peer-feedback to evaluate their teamwork. Students reported positive development in the areas of teamwork, communication, open-mindedness, and the ability to give constructive feedback. The opportunity to practice, peer-feedback and discussions in their teams and with the lecturer contributed to this. In order for peer-feedback to be more effective, clear guidelines and strong trust within the teams are needed.