Influence of Personality on a Senior Project Combining Innovation and Entrepreneurship

A pilot multidisciplinary engineering senior design project incorporating innovation and entrepreneurship was undertaken at SanJose State University in the 2010–2011 academic year. The influence of personality domains described by the Big-Five(extraversion, agreeableness, conscientiousness, emotional stability, and openness) on individual student performance, groupexperience, and attitudes towards multidisciplinarity, after the conclusion of the first semester of a two semester experience, areexplored in this paper.

[1]  R. Dick,et al.  Recognizing the benefits of diversity: When and how does diversity increase group performance? , 2010 .

[2]  S. Seibert,et al.  The big five personality dimensions and entrepreneurial status: a meta-analytical review. , 2006, The Journal of applied psychology.

[3]  G. Lumpkin,et al.  The Relationship of Personality to Entrepreneurial Intentions and Performance: A Meta-Analytic Review , 2010 .

[4]  H. F. van Tuijl,et al.  The Big Five Personality Traits and Individual Satisfaction With the Team , 2006 .

[5]  Malcolm Scoble,et al.  An interdisciplinary approach to integrating sustainability into mining engineering education and research , 2006 .

[6]  S. Gosling,et al.  A very brief measure of the Big-Five personality domains , 2003 .

[7]  Stephen E. Humphrey,et al.  Facing differences with an open mind: Openness to experience, salience of intra-group differences, and performance of diverse work groups , 2008 .

[8]  M. N Johannes,et al.  Interdisciplinary Teaching Within Engineering Education , 1996 .

[9]  Li Lin,et al.  Modeling team member characteristics for the formation of a multifunctional team in concurrent engineering , 2004, IEEE Transactions on Engineering Management.

[10]  David Dowling.  An exploration of cross-disciplinary engineering education research collaborations , 2009 .

[11]  Luiz Fernando Capretz,et al.  Why do we need personality diversity in software engineering? , 2010, SOEN.

[12]  R. Felder,et al.  The Effects of Personality Type on Engineering Student Performance and Attitudes , 2002 .

[13]  S. Voelpel,et al.  WHEN AND HOW DIVERSITY BENEFITS TEAMS: THE IMPORTANCE OF TEAM MEMBERS' NEED FOR COGNITION , 2009 .

[14]  Dorothy Missingham,et al.  Communicating teamwork?: A student view of learning , 2009 .

[15]  Felix C. Brodbeck,et al.  Group diversity and group identification: The moderating role of diversity beliefs , 2008 .

[16]  A. S. White,et al.  Using personality type differences to form engineering design teams , 2007 .

[17]  David L. Largent,et al.  "You mean we have to work together!?!": a study of the formation and interaction of programming teams in a college course setting , 2010, ICER '10.

[18]  V. Benet‐Martínez,et al.  Personality and the prediction of consequential outcomes. , 2006, Annual review of psychology.

[19]  P. B. Cunningham.  Improved communication and teamwork through use of Myers-Briggs type indicator , 2000, Proceedings 1st Austin Workshop on Engineering Management in Technology-Based Organizations.

[20]  F. Morgeson,et al.  SELECTING INDIVIDUALS IN TEAM SETTINGS: THE IMPORTANCE OF SOCIAL SKILLS, PERSONALITY CHARACTERISTICS, AND TEAMWORK KNOWLEDGE , 2005 .

[21]  J. Edward Colgate,et al.  Engineering Design and Communication: The Case for Interdisciplinary Collaboration* , 2001 .

[22]  Isabelle M. M. J. Reymen,et al.  Personality and team performance: a meta‐analysis , 2006 .