Agile narratives: faculty perceptions of using Agile concepts and practices in postsecondary courses to influence collaboration and transferable workforce skills

Abstract

The purpose of this narrative study was to examine the experience and perceptions of postsecondary faculty members who practice Agile techniques in their classrooms, specifically for collaborative learning activities. The narratives in this study help increase the understanding of how using Agile in postsecondary courses influences collaborative learning in the classroom, and how Agile influences the development or refinement of transferable soft skills students need for the workplace. Implications of this research indicated that inclusion of the Agile framework and practices in postsecondary curriculum yields advantages for both students and instructors. First, Agile provides a set of tangible tools through its set of practices that instructors can use to enhance collaborative learning in the classroom. Instructors can teach students Agile practices to help their teams work more efficiently. Second, Agile provides instructors with a reflection tool to help improve their own teaching. Agile retrospectives help instructors to reflect on the progress of their class during the duration of the course instead of waiting for evaluations at the end of the course. This allows instructors to make immediate changes to influence learning outcomes. Agile is known for helping teams to work efficiently, communicate, and produce a higher quality product.