Across disciplines, skills associated with collaboration are now ubiquitously considered requisite graduate attributes. Despite decades of studies on the various dimensions of academic teamwork, challenges for both students and staff remain. For this year‐long study at a UK school of architecture, we considered teamwork as a thread woven through the first‐year curriculum, traversing course modules and project types. The primary aim of the study was to evaluate the collective impact of teamwork activities on the incoming cohort of 200+ undergraduate students and how the structuring and coordination of such activities might improve the holistic student experience. Across two rounds of online questionnaires and focus group sessions, student participants articulated the benefits of collaboration for learning, socialisation and professional development. However, resentment towards teamwork increased throughout the year, as frustration with disengaged cohort mates grew, and student sought greater structure and oversight from tutors. On the other hand, when given the chance to reflect on the multidimensional nature of teamwork in focus group discussions, many students adopted a productively nuanced perspective toward the topic. This implies that, whether students like or dislike certain aspect of collaborative projects, opportunities for critical conversation can promote or prompt an appreciation for the educational value of including teamwork projects in curricula. The results of this study should be relevant to educators seeking to improve the implementation and effectiveness of team‐based learning, particularly those in design‐based fields and those in higher and professional education contexts.

中文翻译：

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合格的满意度：一年级建筑专业学生对团队合作的看法

在各个学科中，与协作相关的技能现在被普遍认为是研究生的必备属性。尽管对学术团队合作的各个方面进行了数十年的研究，但对学生和教职员工的挑战仍然存在。对于在英国建筑学院进行的为期一年的研究，我们将团队合作视为贯穿一年级课程，遍历课程模块和项目类型的一个线程。该研究的主要目的是评估团队合作活动对即将来临的200多名本科生的集体影响，以及此类活动的结构和协调如何改善整体学生体验。在两轮在线调查表和焦点小组会议中，学生参与者明确了协作对于学习，社交和专业发展的好处。但是，随着对离队的同伴的沮丧情绪增加，学生对团队合作的厌恶情绪在一年中不断增加，并且学生寻求老师的更强结构和监督。另一方面，当有机会在焦点小组讨论中反思团队合作的多维性质时，许多学生对该主题采取了富有成效的细微差别的观点。这意味着，无论学生喜欢还是不喜欢协作项目的某些方面，进行批判性对话的机会都可以促进或促使人们将将团队合作项目纳入课程的教育价值。这项研究的结果应与寻求改进基于团队的学习的实施和有效性的教育工作者有关，特别是那些基于设计的领域以及高等教育和专业教育领域的教育工作者。