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Group norms in engineering education groupwork are usually negotiated in an implicit and often unequal manner. Although it is regularly suggested that student groups can function better if norm negotiations are, instead, made explicit, the social dynamics of group norm exercises have remained underexplored.

We investigate how students negotiate group norms in group norm exercises, including the different understandings of groupwork that they construct and draw from to facilitate their negotiations.

We recorded and analyzed a sequence of three group norm exercises focused on developing a team charter, with seven participating student groups. Drawing on framing theory, we study negotiation sequences in terms of framing practices, and understandings of groupwork in terms of activity frames.

Our findings suggest that group norm exercises can help students to …