CASE STUDY 1: Enhancing Collaboration through Assertive Communication

This case study explores how I used evidence-informed approaches to know and respond to my students’ diverse needs – addressing V1 (respect for diverse learners), V2 (promoting participation and equality), and V3 (evidence-informed practice) – in a collaborative setting where uneven participation and communication barriers impacted group dynamics. To address this, I implemented a structured intervention to enhance assertive communication, foster inclusion, and promote equitable teamwork, aligning with A2 (supporting learning), K3 (how students learn collaboratively), and K4 (the use of effective learning environments and approaches) to create a more inclusive and participatory learning experience.

Background

As part of the MA Innovation Management programme, I tutor students in Unit 2: Collaborative Practices, which fosters interdisciplinary collaboration between MA Innovation Management and MA Applied Imagination students at CSM. This unit is structured around small-group tutorials, collective lectures, guest speaker sessions, and guided readings. Each group is assigned a dedicated tutor for three-hour weekly sessions, providing close guidance and an opportunity for deep engagement.

My assigned group (The Dream Team), an imbalance in participation emerged early on, with two students taking on the bulk of the work while others remained passive. This created frustration, disengagement, and potential conflict, making it difficult for the group to function effectively. Communication and confidence appeared to be the root causes, as the quieter members hesitated to assert themselves, while the more active students became increasingly frustrated. Recognising that effective communication is key to equitable collaboration, I sought to implement a structured intervention to encourage assertive participation.

Evaluation

Having recently conducted the microteaching exercise (the Friday before), I adapted an activity from that session to address communication barriers within the group. The “Invisible Ball” exercise – initially designed to help participants discover their assertive voice – was repurposed to demonstrate how clear objectives improve communication. The activity required students to verbalise their intention as they “passed” an imaginary ball, ensuring the recipient was aware and prepared.

Though seemingly lighthearted, the exercise underscored key principles of workplace communication:

1. Clear articulation of intent – The ball could only be successfully “passed” with explicit verbalisation, mirroring how tasks in teamwork require clarity and direct communication (Bamber & Jones, 2015).
2. Confidence in delivery – Initially, some students hesitated, but they quickly realised that assertive speech—not dominance—ensured the message was received (Griffiths & Tann, 1992).
3. Balanced participation – The exercise naturally equalised engagement, allowing quieter students to find their voice in a low-risk environment (Arao & Clemens, 2021).

Following the activity, I guided a reflection on how clear, direct communication is essential in professional environments, particularly when navigating group work challenges. Students recognised how unclear expectations had contributed to uneven workloads and identified strategies to rebalance their collaboration.

To reinforce this learning, I introduced two additional strategies:

• Structured Check-Ins: Weekly tutorials began and ended with brief reflections on each member’s contributions, ensuring that accountability was embedded into the process.
• Peer-Led Problem-Solving: Instead of defaulting to my intervention, I encouraged students to discuss workload imbalances collaboratively, strengthening self-regulation and collective responsibility (Gibbs, 2015).

These adjustments significantly improved participation and engagement, fostering greater trust, confidence, and commitment within the group.

Moving forward

This experience reinforced the importance of active facilitation in student-led learning. Moving forward, I aim to:

• Introduce communication-focused exercises earlier in the unit to pre-empt collaboration challenges.
• Develop structured peer-feedback mechanisms, allowing students to reflect on their group roles and adjust dynamics proactively.
• Continue embedding reflective practice, encouraging students to critically assess their own contributions and communication strategies (Wilson, 2021).

By embedding these principles into my teaching practice, I aim to further support students in developing clear communication skills, fostering equitable participation, and building confidence in collaborative settings.