The focus of this thesis is the nationally and globally widespred form of working known as group project work. Since the opening of Roskilde University (RU) back in 1972, project work as a learning method has supported the fundamental educational concept of the university. Project work is thus the basic educational principles, but the actual forming of the project groups does, however, not appear to be a focal point in this process at the university. It is therefore interesting to investigate why the actual forming of the groups does not receive more attention, when working in project groups is such a vital part of the educational concept of RU. When focusing on the organisation of RU, the university holds various management levels, one of these being the level of the teaching associate professors. The teaching associate professors are the leaders, who are most closely interlinked with both students and staff on the various disciplines. As such the teaching associate professors heading the various disciplines have a key influence on the culture and the strategies forming the basis for the management and understanding of the group formation process. Consequently, due to their leadership roles, the teaching associate professors co-define how highly the processes of forming of the groups are prioritized. The objective of this thesis is to gain an understanding of how internal communication can strenghen the formation of the project groups from the viewpoint of the teaching associate professors based on qualitative interviews with them. If cross-organisational internal communication was given higher priority, the potential for strengthening professional as well as social competences would increase, not only in relation to the formation of the project groups, but also in the entire project work.
|Uddannelser||Kommunikation, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||11 nov. 2011|
|Vejledere||Jørgen Lerche Nielsen|