The scale and complexity of engineering problems has grown considerably in recent decades, and now, more so than ever, systems are engineered in collaborative teams. In addition, discipline and domain knowledge are not sufficient to ensure effective collaboration across a diverse team, especially considering the numerous dimensions of diversity (engineers and non-engineers; multi- and inter-disciplinary teams; cultural, cognitive and ethnic diversity; etc.).
This is true both in the classroom and in industrial practice. Some have theorised that personality traits, cognitive preferences, affective differences and disparate cultural norms variously contribute to team dysfunction and disharmony, and that pro-active measures are necessary to overcome this heterogeneity of thought, perception, interest and capacity.
Thus, this special issue will explore techniques, case studies and experiments in teaching and facilitating effective collaboration in engineering teams in the classroom as well as research in effective team facilitation in industry. Our objective is to contribute new insights into effective team processes, team assessment, team management and team learning.
The issue will carry revised and substantially extended versions of selected papers presented at the ASEE Conference 2011, but we also strongly encourage researchers unable to participate in the conference to submit papers for this call.
Suitable topics include but are not limited to:
- Assessing teamwork efficacy in homogenous and heterogeneous engineering teams
- Techniques for effective and high-performing teams
- Studies in team learning and its impact on team outcomes and/or individual learning
- The coordination and governance of distributed or global engineering teams
- Managing and leading diverse engineering teams
- Effective team processes
- Cognitive and cultural barriers to collaborative engineering in teams
- Team cognition in complex problem solving
Submission deadline: 1 May 2013