for Group Assessments in Large Postgraduate
Project Management Programs in the UK
FEATURED PAPER
By Gazierem Onwuegbuchulam, Farisya Abu Bakar, Haleh Sadeghi,
Akinloluwa Babalola, Xirong Li , Clara Cheung, Jillian Yeow,
Elika Aminian, Meini Su
Department of Civil Engineering and Management,
School of Engineering
The University of Manchester, UK.
Abstract
This study examines the use of Cadmus, an online assessment platform, for managing group assignments in large postgraduate project management programs in the United Kingdom. Although Cadmus is primarily used for individual assessments, its potential to facilitate collaborative learning in group assignments has yet to be fully explored. By integrating Cadmus within central learning environments such as Blackboard, this research evaluates the platform’s effectiveness in tracking student engagement, streamlining feedback, and supporting collaborative learning through a group essay project. Feedback from students and instructors, both qualitative and quantitative, reveals the platform’s benefits and challenges, providing insights into its role in enhancing communication, assignment management, and academic integrity. The findings offer practical recommendations for improving assessment strategies and optimising group assignment experiences, benefiting educators and developers focused on collaborative learning tools.
- Introduction
Group assignments are a cornerstone of higher education, designed to foster collaboration, critical thinking, and essential teamwork skills that prepare students for professional environments (e.g. Johnson & Johnson, 2009; Sweet & Michaelsen, 2012). The effectiveness of these assignments, however, often depends on the tools used to manage group dynamics, streamline communication, and ensure fair assessment. In recent years, digital platforms have been increasingly adopted to facilitate collaborative learning, but the effectiveness of these tools in supporting diverse learning outcomes can vary significantly (e.g. Hrastinski, 2008; Martin & Bolliger, 2018).
Cadmus, a digital learning platform primarily designed for individual assessments, has garnered attention for its potential to enhance group-based assignments, particularly in large cohorts which tracking contributions and providing timely feedback is challenging. Despite this, research on using Cadmus in group contexts remains limited (Selwyn, 2011; Li & Baker, 2018). By integrating Cadmus within central learning environments (CLEs) or virtual learning environments (VLEs) such as Blackboard, this study investigates how the platform supports group assignments through structured workflows, engagement analytics, and feedback tools.
Through a systematic analysis of both student and instructor feedback, this research examines Cadmus’s impact on collaborative learning and student engagement in large postgraduate project management programs. This study aims to provide insights into the platform’s strengths and limitations in group settings and to offer practical recommendations for educators seeking to enhance collaborative learning and improve group assessment strategies (e.g. Burch, 2020; Wong & Li, 2020). The findings contribute to an evolving understanding of digital tools in higher education and underscore critical factors for the successful integration of technology in collaborative assessments.
- Implementing Cadmus for Group Assessment
This study is organised into four distinct phases for managing student assignments on the Cadmus platform, covering the entire process from initial setup to feedback delivery and survey distribution. This structured approach aims to improve the efficiency and effectiveness of handling educational assignments by integrating online platforms and feedback mechanisms. Developed through extensive discussions with experts in the field, this implementation process ensures a robust design aligned with current best practices. By incorporating expert insights, the study provides valuable lessons on using Cadmus for group assignments. Figure 1 presents a flowchart that illustrates each phase’s significance in enhancing student engagement and learning outcomes.
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How to cite this paper: Onwuegbuchulam, G., Bakar, F. A., Sadeghi, H., Babalola, A., Li, X., Cheung, C., Yeow, J., Aminian, E., Su, M. (2024). Lessons Learned from Using Cadmus for Group Assessments in Large Postgraduate Project Management Programs in the UK; PM World Journal, Vol. XIII, Issue XI, December. Available online at https://pmworldlibrary.net/wp-content/uploads/2024/12/pmwj147-Dec2024-Onwuegbuchulam-et-al-Lessons-Learned-From-Using-Cadmus.pdf
About the Authors
Gazierem Onwuegbuchulam is a PhD student in the Department of Civil Engineering and Management at The University of Manchester, UK. His research focuses on the well-being of construction project professionals and the key indicators affecting it. He has experience in IT project management, HR leadership, and lecturing in higher education. Gazierem holds a bachelor’s degree in Electrical and Electronics Engineering and a master’s degree in Engineering and Management from Coventry University, UK. (More details: https://research.manchester.ac.uk/en/persons/gazierem-onwuegbuchulam)
Farisya Abu Bakar is a PhD student in the Department of Civil Engineering and Management at The University of Manchester, UK, specializing in Immersive Technologies (ImT) for occupational safety and health training in construction. She previously earned a master’s degree in project management and a bachelor’s degree in quantity surveying from universities in Malaysia. Her research applies the concepts of challenges and enablers within ImT development for construction safety training. Her professional experience as a quantity surveyor, along with her interests, spans cost estimation, project management, occupational health and safety, GIS, remote sensing, and BIM. (More details: https://research.manchester.ac.uk/en/persons/farisya-abu-bakar)
Haleh Sadeghi is a PhD student in the Department of Civil Engineering and Management at The University of Manchester, UK. She holds a B.Eng. and an MPhil degree from IAU and HKUST in Architectural Engineering and Construction Management, respectively. Her research interests revolve around the application of AI-based methods to Construction Engineering and Management areas, including Construction Safety, Green Construction, Building Energy Efficiency, and Facility Management. (More details: https://research.manchester.ac.uk/en/persons/haleh.sadeghi)
Akinloluwa Babalola is a PhD student in the Department of Civil Engineering and Management at The University of Manchester, United Kingdom (UK). His research focuses on the convergence of immersive technologies (ImTs) and occupational safety and health (OSH), with applications within the construction industry. For his postgraduate research, he is developing an OSH training tool based on ImT for construction workers to reduce the risks of musculoskeletal disorders caused by manual handling activities on construction sites. He has ten publications in high-impact Q1 journals, conferences, and book chapters. (More details: https://research.manchester.ac.uk/en/persons/akinloluwa.babalola)
Xirong Li is a PhD student in the Department of Civil Engineering and Management at The University of Manchester, UK, and a PGR committee member of the Manchester Urban Institute. Her PhD project, Smart Bike-Sharing to Sustain Urban Development: A Project Management Approach, focuses on the integrated maturity model and life cycle management of smart bike-sharing projects. Additionally, she works part-time as a Graduate Teaching Assistant in the department. (More details: https://research.manchester.ac.uk/en/publications/smart-bike-sharing-to-sustain-urban-development-a-project-managem/fingerprints/)
Dr. Clara Cheung is a Reader in the Department of Civil Engineering and Management at The University of Manchester, UK. Her research is dedicated to enhancing occupational safety, health, and well-being in high-risk industries through an interdisciplinary approach that integrates insights from engineering, computer science, and social sciences. She has published over 85 peer-reviewed articles. A firm advocate for integrating research and teaching, Dr. Cheung has over a decade of experience teaching large-cohort project management units in both the UK and the USA. She is a certified Project Management Professional (PMP) through the Project Management Institute (PMI) and an Agile Project Professional through the Association for Project Management (APM). In recognition of her impact in the field, the Women’s Engineering Society named Dr. Cheung one of the Top 50 Women Engineers in 2023. (More details: https://research.manchester.ac.uk/en/persons/clara.cheung)
Dr. Jillian Yeow is a Senior Lecturer in the Department of Civil Engineering and Management at The University of Manchester, UK, and the Discipline Head of Education for Engineering Management. Her research interests include project-based forms of work and organizing, particularly those enabled by technology. She is especially interested in the role ICTs play in project-based interactions and relationships and their impact on project outcomes. More recently, her interests have extended to the role of technology in teaching and learning, particularly flexible and blended learning strategies and their impact. (More details: https://research.manchester.ac.uk/en/persons/jillian.yeow)
Dr. Elika Aminian is a Lecturer in the Department of Civil Engineering and Management at The University of Manchester, UK, where she primarily teaches project management. After completing her PhD in inter-firm opportunistic behaviour in the construction sector, she began her career in the UK higher education system. She is passionate about active learning, authentic assessment, and fostering students’ sense of belonging. Elika has diverse teaching experience in project management, including large postgraduate cohorts and short CPD courses for experienced practitioners. Her research interests include people-related issues in project management and conflict management in project work. Within the scholarship of teaching and learning, Elika is particularly interested in various aspects of active learning, inclusive education, and authentic assessments for large cohorts. (More details: https://research.manchester.ac.uk/en/persons/elika.aminian)
Dr Meini Su is a Senior Lecturer in Structural Engineering in the Department of Civil Engineering and Management at University of Manchester. She is engaged in teaching at undergraduate level and working in the Structural Engineering group. She is a Chartered Engineer with the Institution of Civil Engineers and the Institution of Structural Engineers. Her principal research interests lie in the areas of structural testing, numerical modelling and the development of design guidance for FRP strengthened RC structures in marine environment as well as steel and aluminium alloy structures. (More details: https://research.manchester.ac.uk/en/persons/meini.su)
