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The impact of undergraduate mentorship on student satisfaction and engagement, teamwork performance, and team dysfunction in a software engineering group project

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Mentorship schemes in software engineering education usually involve professional software engineers guiding and advising teams of undergraduate students working collaboratively to develop a software system. With or without mentorship, teams run the risk of experiencing team dysfunction: a situation where lack of engagement, internal conflicts, and/or poor team management lead to different assessment outcomes for individual team members and overall frustration and dissatisfaction within the team. The paper describes a mentorship scheme devised as part of a 33 week software engineering group project course, where the mentors were undergraduate students who had recently completed the course successfully and possessed at least a year’s experience as professional software engineers. We measure and discuss the impact the scheme had on: (1) student satisfaction and engagement, (2) team performance, and (3) team dysfunction.
Original languageEnglish
Title of host publicationProceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE 2020)
PublisherAssociation for Computing Machinery (ACM)
Pages128-134
Number of pages7
DOIs
Publication statusPublished - 1 Feb 2020
EventACM Technical Symposium on Computer Science Education 2020 - Portland, United States
Duration: 11 Mar 202014 Mar 2020
https://sigcse2020.sigcse.org/authors/cfp.html

Conference

ConferenceACM Technical Symposium on Computer Science Education 2020
Abbreviated titleSIGCSE 2020
CountryUnited States
CityPortland
Period11/03/2014/03/20
Internet address

Documents

  • The Impact of Undergraduate Mentorship

    Rights statement: © 2020 Association for Computing Machinery. This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in SIGCSE '20: Proceedings of the 51st ACM Technical Symposium on Computer Science Education, http://dx.doi.org/10.1145/3328778.3366835.

    Accepted author manuscript (Post-print), 1.18 MB, PDF document

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