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With less money to fund higher education and with increased student numbers, many academics are turning to group assignments to lessen their workload (Morris & Hayes, 1997; Thong, 1995). Many argue that group assignments have educational benefits (Baskin, 2001; Candy, Crebert, & O'Leary, 1994) and they may well have. However, some studies indicate that there are problems with group assignments (Michalchik, et al., 2001; Morris & Hayes, 1997; Parsons & Drew, 1996). The benefits of group assignments are said to include: higher order thinking (Cohen, 1994); better communication and conflict management (Johnson & Johnson, 1996); greater understanding (Fall, Webb, & Chudowski, 2000); and the development of skills transferable to the work environment such as teamwork, time ma nagement, and interpersonal skills (Candy, et al., 1994). Problems identified with group assignments include: "freeriders" leaving all or most of the work to others (Brokaw & Rudd, 2002; Morris & Hayes, 1997); clashes between group members (Brokaw & Rudd, 2002; Chang, 1999; Morris & Hayes, 1997); and time management and organisational problems (Morris & Hayes, 1997). While studies have identified problems, it is not clear to what extent staff who give group assignments are aware of the problems. Due to increased workloads it could be that staff are, in fact, not well informed about problems. Further, while problems have been identified in the literature, it is not clear to what extent students, in particular Information Technology students, believe that group assignments could be valuable. If, indeed, it is found that students believe there could be value in group work despite problems they have experienced, then new strategies for group assignments need to be developed which take into account the experiences of staff and students. Background The present study investigated staff and student perceptions to group assignments in a Computing and Information Technology School. Even though no formal School policy particularly encourages the use of group assignments, it is a commonly adopted assessment strategy within the School. However, there are often significant differences between subjects in the amount of group versus individual assignments used; for example, in a final year project subject, group assignments account for 100% of the assessable items, while a one semester web development subject was generally assessed as 60% group work and 40% individual assignments. In addition, due to the popularity within the School of the use of group assignments it is often the case that a student will be involved in between one and four groups (each comprising between two and six members) per semester depending on the amount of credit points being studied by each individual. For example, a student studying multimedia and undertaking all designated core subjects in one semester at second year level would be in a group for each of the following semester long subjects: web development; digital video; and user interface design. The elective/option choice may or may not involve a group assignment. Such a situation is illustrated in Figure 1. [FIGURE 1 OMITTED] While some groups will contain common members, timetabling and logistical problems often preclude the formation of common groups across subjects. This means that full time students could be coordinating meetings and group activities with 10 to 16 other individuals. Historically, subject conveners, students, and parents have noticed difficulties with group assignments. The organisation of administrative roles within the school is such that students experiencing problems and issues in any subject within the degree(s) would generally report the problems, in the first instance, to the "Program Director." The authors had each been fulfilling the role of "Program Director" for the programmes investigated and were aware of a range of issues in group assignments across a reasonably large student cohort. …

How Fair are Group Assignments?A Survey of Students and Faculty and a Modest Proposal