The research

This study, conducted by the University  of Technology in Delft, addresses the application of ‘soft’ collaboration and co-creation theories by teams, especially those without true hierarchy, like student project teams. These teams often have problems without having proper tools or actionable knowledge that helps them to prevent budding conflicts to mature and grow beyond control. Although conflict which results in a reasonable amount of arousal increases team performance and can be a valuable tool for the creative thinking process (De Dreu, 2005) too little or too much tension restrains the members from outgrowing themselves as a team and in terms of performance (Walton, 1969). Furthermore a large body of research has addressed the positive effect of creativity and innovation theories on the team performance, whereas the influence the team process has on these practices has received comparably less attention.

Several focus groups among Dutch design students were conducted to gain an overview of the problems student project teams face today and the effects on the creative thinking process. It was found that student teams are very superficially trained in the ins- and outs of successful and creative teamwork and therefore lack the ability to properly deal with potential escalating team conflicts. By defining a conceptual model that links problems to their source of origin in the team process, we identified the problem scope.

Most problems do not lead to conflict directly but become a growing agony underneath the surface until they result in major crisis and thus in unconstructive conflict with its negative effects on learning, creative thinking and team performance.
To validate the theoretical model, we are now collecting empirical data through this online survey among students representing a large variety of educational programs and universities.
We hope to be able to tell how problems occurring during student team projects can be prevented and dealt with by providing theory adapted to fit specific contexts and purposes. We think the the team’s creative thinking and innovation drive can be greatly enhanced by directing more attention to understanding the soft side of the team process and its facilitation. Who learns young, forgets not when he is old is a better strategy then teaching new tricks to old dogs for implementing such a body of knowledge. Therefore training should be done especially during higher education programs to help students prevent unwanted problems at an early stage and by this increase creative, team and learning performances. The positive side effect is that students trained in soft team skills will be more proficient and reliable as team members already in the early stages of their professional career. Although this research forms a first and promising step additional empirical research is necessary for bridging the significant gap in training material.  

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