Teamwork is a cornerstone of many Higher Education programmes, particularly in vocational and accredited disciplines such as Engineering. A wide range of pedagogical approaches demonstrate that team-based activities not only support the development of scientific reasoning, critical thinking, and problem-solving skills, but also foster leadership, communication, cultural competency, and conflict resolution. However, for these benefits to be fully realised, teams must collaborate fairly and inclusively.

Drawing on survey data and meta-analytical insights, a structured approach was developed to enhance the student teamwork experience. This includes two key tools: a Teamwork Contract, which outlines expected behaviours and practices under four common sources of conflict, and a Conflict Resolution Framework designed to support a consistent approach. These tools were formally implemented across the Mechanical Engineering cohort at Swansea University during the 2024/25 academic year. Pre- and post-teamwork surveys were conducted to evaluate their impact, with data collected on student experiences and protected characteristics to inform iterative improvements.

This presentation will share findings from the first year of implementation and the survey data, highlighting key outcomes and areas for refinement, offering practical insights for educators seeking to embed structured, inclusive teamwork practices within their own programmes. It will also explore how the Teamwork Contract and Conflict Resolution Framework will evolve across the degree programme to align with the Engineering Council’s Accreditation of Higher Education Programmes (AHEP) standards; particularly in the areas of Equality, Diversity & Inclusion; Teamwork; and Project Management.

Keywords: Undergraduate, accreditation, STEM, engineering, teamwork, conflict, contract, equality.