Shadow Education Minister Demands End to University Group Assignments
Shadow Minister for Education Julian Leeser has issued a strong call for Australian universities to permanently phase out group assignments. Speaking at the Universities Australia Solutions Summit on Thursday, Leeser urged institutions to reconsider and ultimately scrap assignments that require multiple students to collaborate on a single project.
Data Reveals Widespread Student Discontent
Leeser highlighted compelling data indicating that millions of Australian university students would support banning this common assessment style. He presented evidence showing significant dissatisfaction among the student population regarding group work requirements.
'Unless there are compelling reasons or exceptional circumstances, I am calling on you to get rid of group assignments,' Leeser declared in his summit address, making his position unequivocally clear to university leaders.
Contradictory Research Findings
While acknowledging a 2023 study from the Australian Catholic University that found 'students perceive collaborative group work as beneficial in many ways,' Leeser argued that group work ultimately 'cheapened' Australian degrees. He maintained that the negative aspects outweigh any potential benefits identified in research.
'There is always that student who does the work, and that student who reaps the benefit. It diminishes the role of the individual,' Leeser explained, emphasizing his concern about unequal contributions among group members.
Racial Disparities in Group Projects
The shadow minister raised serious concerns about racial issues potentially disadvantaging international students during group projects. He pointed to alarming data revealing that three in four international students in Australia have experienced racism, suggesting group assignments might exacerbate these problems.
'In most cases, there is no compelling justification. I am calling on you to rethink assessments by focusing on whether we are truly and fairly assessing individuals on the basis of their individual performance,' Leeser concluded, advocating for a fundamental shift in assessment philosophy.
Broader Implications for Higher Education
The proposal represents a significant challenge to traditional assessment methods in Australian higher education. Leeser's call comes amid ongoing debates about educational equity, assessment fairness, and the preparation of students for professional environments that increasingly value both collaboration and individual accountability.
University administrators now face pressure to reconsider long-standing assessment practices that have been standard across many disciplines for decades. The shadow minister's intervention adds substantial weight to student concerns that have been growing in recent years about the perceived unfairness of group-based evaluations.
