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The influence of personality type on various factors relating to engineering education is examined. Personality type was described according to the Myers-Briggs Type Indicator (MBTI). Data from a total of sevencohorts (2007 to 2013) in a second year mechanical engineering design course have been analyzed. Decision making on team tests was examined in terms of the MBTI Introversion / Extraversion domain and peer evaluation scores received were examined across all four MBTI domains. Measured differences between students with a preference for Introversion and those with a preference for Extraversion on the level of influence on team decision making was found. A small but statistically significant correlation has also been noted between peer evaluation scores received and a student’s preference onthe MBTI Judging / Perceiving domain. This is believed to relate to possible perceptions (or misperceptions) that in delaying action or decision making a person with a preference for Perceiving is lazy or disengaged. Differences in peer evaluation scores were not observed for the other three MBTI domains. The results suggest that even with student awareness (through readings) and interventions (through workshops) possible effects of the difference in personality type persist in engineering student teams. The lack of relationship between peer evaluation scores and the remaining three MBTI domains is a favourable outcome in terms of the objectivity of the peer evaluation tools.

THE INFLUENCE OF PERSONALITY TYPE ON TEAMWORK IN ENGINEERING EDUCATION