The High-Low Divide: How Teamwork Learning in Undergraduate Computer Science Is Shaped By Cultural Context

Abstract

Teamwork is fundamental to computer science education, however, localized cultural aspects are deeply ingrained within pedagogy, shaping how collaboration is taught. As a result, fresh graduates struggle to adapt to the multicultural demands of a globalized workforce. With a basis in Hall's context theory, this research investigates the cultural boundaries impacting teamwork teaching in undergraduate computer science curricula. Utilizing deductive coding and cross-case comparison, this study analyzes 14 syllabi from a low-context institution (Delft University of Technology) and 8 syllabi from a high-context institution (KAIST). The findings reveal a definitive cultural divide, TU Delft relies on rigid textual instruction, regular supervision, and individual accountability, whereas KAIST prioritizes instructor autonomy, holistic goals, and implicit trust to foster collaboration. Crucially, explicit teamwork learning goals are predominantly missing across both cases due to a prioritization of technical skills. As a result, the course deliverables and additional assessment methods reflect the implicit learning goals for the students. These findings provide aid for curriculum designers who wish to integrate cultural context-varied teamwork strategies, bridging the gap between the academic instruction received by students and the expectations of the globalized industry.