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Best Practices of Team-Building Activities in a Project-Based Learning Class 'Design Project' in a Japanese Graduate School

Published online by Cambridge University Press:  26 May 2022

M. Akaki ,
M. Ioki ,
K. Mitomi  and
T. Maeno
M. Akaki*
Affiliation:
Keio University, Japan Tsukuru to Ugoku Design Co., Ltd., Japan
M. Ioki
Affiliation:
Keio University, Japan
K. Mitomi
Affiliation:
Keio University, Japan Tsukuru to Ugoku Design Co., Ltd., Japan
T. Maeno
Affiliation:
Keio University, Japan
*
mayu.akaki@tu-design.co.jp

Abstract

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To indicate the effective team-building activities implemented independently by the students in a project-based learning class in higher education in Japan, we conducted semi-structured interviews with the students of the Design Project class held at a Japanese graduate school in 2020 and 2021. The interviewees are 12 students belonging to the top three teams regarding the evaluation of the final presentation. Based on the classifications of the comments, we indicate the best practices of team-building activities corresponding to the timing and team characteristics.

Keywords

project-based learningteam buildingdesign teamsteamworkdesign education
Type
Article
Information
Proceedings of the Design Society , Volume 2: DESIGN2022 , May 2022 , pp. 2263 - 2272
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2022.

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