The study features the participation of leading researchers from the European University of the Atlantic (UNEATLANTICO): Monica Gracia-Villar, Inna Alexeeva-Alexeev, Juan Luis Vidal-Mazon, Julién Brito-Ballester, Roberto Ruiz-Salces, and Cristina Mazas-Pérez-Oleaga, who provide academic evidence on how university students perceive and apply collaborative work within academic projects.
Collaborative work is a fundamental skill in contemporary professional environments, where organizations require professionals who are able to integrate into teams, communicate effectively, and achieve shared goals. However, there are doubts as to whether university students truly understand and experience meaningful collaboration that prepares them for these scenarios.
In academic contexts, collaboration has been promoted as an active learning strategy that favors knowledge construction, complex problem solving, and the acquisition of critical social skills. Despite this, several previous studies show that, although students are theoretically aware of the benefits of teamwork, they often face practical difficulties that limit its actual effectiveness. The evident lack of mastery of communication skills, the unequal distribution of tasks, and the differential participation among group members are common challenges reported in collaborative experiences.
The research included 220 university students who participated in collaborative projects as part of three courses taught at a Spanish university. A questionnaire based on a Likert scale was used to assess participants’ perceptions of key aspects of teamwork, such as internal communication, commitment to tasks, balanced participation, and achievement of shared goals within the group.
The results of the study show that, although a considerable number of young university students recognize the importance of collaborative work, there are significant difficulties in its actual execution. In particular, it was found that many students do not experience effective communication within their teams, encounter resistance to fully committing to group activities, and face barriers to the equitable management of tasks, especially in non-interdisciplinary teams.
The analysis identified factors such as age, gender, year of study, and team configuration (interdisciplinary vs. non-interdisciplinary) as significantly influencing the perception and development of collaborative skills. These findings suggest that simple theoretical knowledge of collaboration does not automatically translate into effective practice, and that educational experiences must be carefully designed to promote true integration among team members.
The study’s conclusions have important implications for academic programs, teachers, and educational managers. The authors recommend rethinking the structure of collaborative work at the university, incorporating strategies that strengthen communication, equity in participation, and shared commitment. Likewise, they propose the need to include specific training in interpersonal skills and team management within the curriculum to improve learning outcomes.
Based on this work, FUNIBER promotes institutional reflection on how to enhance the training of cross-cutting skills in higher education and support programs offered by the institution in collaboration with its partner universities.
This scientific advance is directly linked to the official academic program promoted by FUNIBER: The Master in Strategic Management (MSM), designed to strengthen professional skills in collaborative work and leadership in organizational and educational environments.
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To read more research, consult the UNEATLANTICO repository.