SUPERPROJECTS AND SUPERPOWERS: HOW TEAMS WITHIN TEAMS CAN ENHANCE STUDENTS INTERPERSONAL AND ENGINEERING SKILL DEVELOPMENT

Mechanical Engineering graduates are expected to emerge from their degrees competent in communication, collaboration and other transferrable skills, often learnt through engineering design projects. Authenticity of small-group projects may be limited however, due to reduced complexity of both product and inter-team interaction of educational projects as compared to industry. Four years ago, we restructured a third-year module such that three teams of four students each collaborate in a so-called superproject to deliver a functioning prototype. In the cohort of 180 students, 15 superprojects are defined, each with a different topic. Academics act as the project director for the various superprojects, representing both client and mentor roles. Additional academics are technical advisors and supervisors to respective subassembly teams. Workshop and laboratory technicians provide practical support enabling access to, and design for, advanced manufacture and testing facilities. The module leader and departmental pastoral support team act as the superproject’s HR department, providing advice and support for professional skill development and appropriate behaviours. This structure requires strong inter- and intra-team collaboration and communication, and good interpersonal skills for successful integration of subassemblies. Findings after four years of running superprojects include that the nested organisation requires higher staff input than other options, but is considered a valuable investment relative to outcomes. The structure allows more complex projects, with variable interfaces and more authentic constraints and working conditions, improving both student experience and employability. Staff development is also facilitated through the hierarchical and collective nature of supervision and assessment on the module.