Expert in Teams Course Demands Work on Real Problems

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review


This paper presents an analysis and a discussion of the didactics of an Expert in Teams course offered at the University of Southern Denmark. In this course, engineering students shall develop their cooperation skills by participating in group work and by studying 1) idea generation/innovation, 2) developing collaboration and 3) development and refinement of a business plan. This study identifies that students often have to “unlearn” attitudes from their earlier studies. This shift in focus seems to generate some resistance to learning and can, to some extent, be demotivational and may hamper transfer of learning from the Expert in Teams course to other settings. To improve students’ English skills, this study also finds that a need exists for more courses in English at earlier semesters.
Supported by literature of acquisition of learning on both the individual level and the group/organizational level, this study identifies that working on real problems forms a solid foundation on which to develop the essential engineering competencies of cooperation.
Original languageEnglish
Title of host publicationExploring Teaching for Active Learning in Engineering Education : Book of Abstracts
Number of pages6
PublisherSDU Cortex Lab
Publication date23. May 2017
Publication statusPublished - 23. May 2017
Event2nd Exploring Teaching for Active Learning in Engineering Education - Cortex Park, Odense, Denmark
Duration: 23. May 201724. May 2017
Conference number: 2


Conference2nd Exploring Teaching for Active Learning in Engineering Education
LocationCortex Park


  • Expert in Teams course
  • real problems
  • transfer of learning
  • cooperation


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