Information Technology Reference
In-Depth Information
For internal students, an initial lecture introduces the students to the concept of group
work, and students are encouraged in the first two weeks of tutorials to get to know each other
so that groups can be formed no later than Week 3. Students at UniSA are offered a huge
amount of choice in their degree program, and therefore, a large number of students will never
meet more than a small number of students in their 24 courses. Thus, it is more common for
students to meet a group of strangers in the first session. It is considered important, therefore,
to provide an opportunity for students to get to know each other early in the semester to
facilitate the forming, storming, and norming stages of a project, once groups are identified.
Simple problem-solving exercises are used in tutorials to encourage students to participate.
In Hong Kong, students are also introduced to the concept of group work in their initial
lectures, and local tutors manage fortnightly tutorials. Students in Hong Kong are part-time
students studying a prescribed program. They tend to form friendships during their induction
program and meet for the same courses each semester. All students are currently allowed to
choose their own groups.
Group work adds to the students' understanding of lifelong learning strategies, as
students learn techniques for managing difficult situations within the group, while achieving
the project goals and timelines set by the business. Within the group, students are required
to use oral and written communication skills to make a contribution to solving the case-based
problem. The intention of case studies is to develop the problem-solving capabilities of the
students by using the body of knowledge, concepts, and skills relevant to the course (Kreber,
2001).
Once groups are established, they are required to determine the goals of the group,
determine how each member can best contribute to the group's goals, identify any problems
previously encountered in group work and strategies for avoiding problems, plan a project
schedule, allocate tasks, establish good working practices, operate ethically within the group
and with the case organization, communicate effectively with fellow group members and the
organization, accept responsibility for their actions and the actions of the group, while
managing the group project to successful completion. At the end of the semester, internal
students are required to deliver a short presentation reflecting on their approach to the project
and what they have learned as an individual and as a member of a group. Throughout the
semester, students are encouraged to document their approach to help them with the
preparation of their presentation. External and offshore students complete a written reflec-
tion. All students are required to extend this reflection in the examination.
Problem Solving (GQ3) and Effective Communication
(GQ6)
The UniSA (1999c) identifies problem solving as “…not so much a set of skills to be
applied but a way of approaching…professional practice. It involves analysis — breaking
down a problem into components that can be solved — and synthesis — putting together
various options for an integrated solution.” The university requires students to build upon
their previous experience and develop further their ability to solve problems of simple and
complex natures. The use of logical reasoning skills as well as intuitive and creative skills is
required to present a solution to the issues or problems raised by the case study (Kreber,
2001). Students need to spend the time reading and assessing the problems in the case study
to differentiate symptoms from underlying problems (Kreber, 2001). Using simple problem-
