Best Practices of Team-Building Activities in a Project-Based Learning Class 'Design Project' in a Japanese Graduate School

Abstract

To indicate the effective team-building activities implemented independently by the students in a project-based learning class in higher education in Japan, we conducted semi-structured interviews with the students of the Design Project class held at a Japanese graduate school in 2020 and 2021. The interviewees are 12 students belonging to the top three teams regarding the evaluation of the final presentation. Based on the classifications of the comments, we indicate the best practices of team-building activities corresponding to the timing and team characteristics.