Putting Students into Groups

TL;DR (AI generated):

Group work, though often unpopular, prepares students for real-world collaboration. The preferred method is creating balanced groups manually, considering academic performance, demographics (e.g., avoiding isolating international students), and fairness. Transparency about group formation is crucial, and changes are discouraged to mirror workplace dynamics. While challenging, group work builds teamwork, problem-solving, and organizational skills essential for careers.

Working in groups is a perennial source of contention among students. Rarely does anyone emerge from a group project claiming they feel invigorated and enriched. Yet group work remains an essential part of education because it reflects the collaborative realities of most workplaces. In a professional environment, it is uncommon to work entirely alone, so grouping students is an early introduction to the dynamics of shared responsibility, joint problem-solving, and what we often refer to as "teamwork."

There are various ways to organise groups. One straightforward method is random allocation, which might involve using a spreadsheet and dividing students by simply numbering them. Another approach is to allow students to form their own groups, though this can disadvantage those who are less sociable and lead to cliques, leaving some students isolated.

A method I now favour involves creating balanced groups based on certain attributes, such as academic performance and demographics. This ensures high-performing students are spread fairly across groups and that no one is the sole representative of a particular gender or cultural background. From experience, setting up groups manually usually achieves this balance more efficiently than automated tools, especially in classes of around fifty students. Although software solutions exist, they can be complex to configure and may not save as much time as one might hope.

When forming groups, I consider factors such as gender, academic performance, and student type (for example, international, mature, or local). The overarching aim is balance, but I also want to avoid isolating anyone. For instance, I never place just one international student in an otherwise domestic group; I prefer to have at least two international students together. Even if that creates slight imbalances elsewhere, it is far better than leaving a single student isolated.

It is also important to be transparent with students about how groups are formed and the steps taken to ensure fairness. Emphasise from the outset that group changes will not be possible because they would disrupt this carefully managed balance. This mirrors the realities of working in industry, where you rarely get to choose your teammates and must learn to collaborate with a variety of people.

Students should remember that group work is not designed to make them suffer. Rather, it nurtures the interpersonal and organisational skills that employers expect. Working collaboratively on shared goals is a clear preview of what awaits in most careers, and it provides valuable practice in juggling different perspectives, managing workloads, and supporting one another—abilities that remain crucial long after graduation.