Group work is widely recognized as a valuable pedagogical tool in higher education, fostering collaboration, communication, and critical thinking. However, it often presents challenges for both students and academic staff, including disengagement, perceived unfairness in assessment, and uneven workload distribution. This project aimed to investigate whether a more strategic, data-informed approach to group formation could improve student satisfaction, group dynamics, and academic outcomes.

In response to student feedback from the previous academic year, we implemented a structured group formation strategy for 549 students across 19 seminar classes, resulting in the creation of 106 teams. The approach focused on students’ Semester 1 attendance and engagement data, enabling tutors to create balanced groups that included a mix of high and low attendance profiles. Each student was allowed to select one peer to work with, while the remaining team members were assigned by the tutor to ensure diversity, equity, and pedagogical balance. Students were explicitly informed that each group would consist of members with varying attendance records to encourage peer support, foster accountability, and enhance team cohesion.

To support the implementation, clear instructions and expectations were communicated at the start of the module. A two-week observation period was built in, during which tutors monitored group interactions and made adjustments where necessary to optimize group dynamics. Structured digital environments, including a Module Learning Room and Microsoft Teams channels, were used to support communication and collaborative work.

We assessed several key dimensions of group work effectiveness, including: Carrying out outside reading, participating in group tasks, Time management, Expressing opinions within the group, Completing coursework-related responsibilities, Applying taught concepts to the case study.

The survey results indicate that students in strategically formed groups reported higher levels of satisfaction, stronger collaboration, improved time management, and fewer concerns related to unfair marking or imbalanced contributions. These early findings suggest that thoughtful, data-informed group formation can play a significant role in enhancing both student experience and academic outcomes in group-based learning environments.

Keywords: GroupWork, Student Engagement, Student Satisfaction.