Guides to Reducing Social Loafing in Group Projects: Faculty Development

(2016) Journal of Higher Education Management, 31(1), 211-221.

20 Pages Posted: 28 Dec 2016 Last revised: 8 Nov 2018

Date Written: 2016

Abstract

Supplement is available at: http://ssrn.com/abstract=3077639

Student team projects in higher education are prevalent today because of the educational value associated with students working in teams. Research has shown the many benefits students acquire by engaging in team projects in higher education. For example, Butcher, Stefani, and Tariq (1995) suggested group work helps students cultivate communication, problem solving, and leadership skills. Hayes, Lethbridge, and Port (2003) stated students learn to cooperate with one another and learn from one another when working in groups. The benefits from group work ultimately allow students to successfully transition from school to the work world. The proliferation of students working in groups will continue due the demands from stakeholders, such as, employers and accreditation agencies. Organizations request that schools incorporate additional team assignments in classes. For example, Aggarwal and O'Brien (2008) indicated businesses expect newly employed individuals to have experience with group work and the essential skills needed to interact successfully with other employees.

In addition, accreditation agencies are requiring faculty members to give instruction in team-based skills. For example, The Association to Advance Collegiate Schools of Business — AACSB (2013) requires faculty members to communicate to students how to work effectively in teams.

The review of the literature regarding social loafing in graded group projects showed that professors can reduce social loafing associated with group activities. The guidelines provided by this study require additional work by instructors and students. This may possibly prove to be problematic due to time constraints and the type of projects assigned. However, administrators charged with developing programs regarding faculty development can encourage professors to implement all or only some of the 11 activities below. This will help instructors improve graded group projects. Consequently, students will gain the necessary skills needed to adjust to the work world.

1. Design graded group projects that reflect the real world teams students will encounter. 2. Determine students’ schedules and levels of abilities. 3. Identified students with social loafing tendencies by administering the Social Loafing Tendency Questionnaire (SLTQ). 4. Assign four or five students to each work group. 5. Provide students with realistic expectations of what they can expect as the project proceeds. 6. Provide students with definitions regarding teams and group projects. 7. Discuss group dynamics including the stages of group development and the roles people play in groups. 8. Engage students in team building exercises. 9. Clarify students’ misperceptions regarding their peers’ contributions to group projects. 10. Provide class time for students to work on group projects. 11. Encourage self-evaluations and provide students with self-evaluation forms.

Keywords: how to reduce social loafing, graded group projects, faculty developmen

Suggested Citation

Synnott, C. Kevin, Guides to Reducing Social Loafing in Group Projects: Faculty Development (2016). (2016) Journal of Higher Education Management, 31(1), 211-221., Available at SSRN: https://ssrn.com/abstract=2890604

C. Kevin Synnott (Contact Author)

Eastern Connecticut State University ( email )

83 Windham Street
Willimantic, CT 06226
United States
860 428-3186 (Phone)

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