Being able to work efficiently with others is considered one of the critical skills demanded by project management employers once graduates enter the labour market. Assisting students to construct knowledge and skills with alternative viewpoints, improving communication skills and developing generic skills are some of the many reasons for including teamwork as a graduate attribute within the higher education curricula. Despite the emphasis exerted on developing teamwork skills, project management employers are often dissatisfied with graduates' ability in working effectively in groups. Group-based assessments if designed appropriately have been widely recommended as a means to develop skills required for the world of work. However, group assessments are perceived as a challenging task for both students and educators. This systematic literature review aims to identify best practices for designing and administering group-based assessments in higher education. The paper undertakes a systematic analysis of 71 relevant and available studies on group-based assessments in higher education. Some of the critical themes that emerged from the results included group formation process, group size, team diversity, and inclusion of self and peer evaluations. Academics should be actively involved in giving regular feedback, training students about teamwork, and communicating their expectations to students. The study findings are useful to inform project management academics about process-related aspects that need to be considered to achieve the ultimate purpose of group-based assessments in polishing the job-readiness attributes of project management graduates.
