Integrating Academic and Artistic Methodologies within a PBL-environment


The term art and science not only denotes a novel subject field, but also an emergent pedagogical and methodical line of inquiry. Subfields such as art and technology, bio art, participatory or interactive art, and media art entail both a methodological and epistemological shift. These kinds of artistic endeavors seek exchange and collaboration with scientific projects in terms of idea, knowledge and solution generation. At the same time, there is an observable trend in scientific disciplines to incorporate artists and artistic methods into their practices. While the goals of art and science are not necessarily aligned, there is mutual interest on the part of artistic and scientific disciplines to move beyond disciplinary boundaries to uncover new ways of working and fresh perspectives.

In the wake of this development, various educational programs have surfaced that aim to integrate artistic and academic methodologies. Through pedagogical strategies, these educational programs take up the challenge of training students in both artistic and academic methodologies, thereby training skills such as creativity, flexible and interdisciplinary thinking, collaboration and adaptability. Problem-based learning and research environments are particularly conducive to exploring the potential of artistic methods and integrating them into university pedagogy.

But how exactly can this be done?

We invite articles that deal with the integration of artistic and academic methods especially – but not exclusively ­– within an PBL environment.


This special issue is interested in questions such as

  • Can we envision an integration of academic and artistic methods that fosters an innovative methodology, or are academic and artistic methodologies fundamentally incompatible?

  • Do artistic methodologies supplement, broaden, or work against the tenets of the PBL approach?

  • Does PBL have a theoretical base through which we might conceptualize the integration of artistic and academic methodologies, for example, by allowing for different degrees or modes of integration?

  • What are the challenges or trade-offs of combining artistic and academic methodologies? What is gained and what is lost when we move across disciplinary boundaries?

  • How are artistic and academic methodologies defined historically, and which new perspectives and discourses make integration possible?

  • How can the integration of artistic and academic methods be realized in concrete teaching practices within an PBL environment?


Editorial group:

Elizabeth Jochum, Assistant Professor, Aalborg University

Falk Heinrich, Associate Professor and Head of Studies, Aalborg University

Morten Søndergaard, Associate Professor, Aalborg University


Time schedule

Jan 2017: Call for articles

May 1, 2017: Deadline abstracts (500 words)

June l, 2017: Notification of acceptance

Sept. 1, 2017: Deadline full article.

Nov. 1, 2017: Reviews sent to authors.

Dec. 1; 2017: Deadline for revised articles.

Feb. 2018: Publication  


Submission and Review Process

Prospective authors intending to submit a paper for the special issue are asked to supply a 500-word extended abstract, outlining the content and aims of the proposed paper, plus a list of 7 to 10 key references that the paper will be informed by and/or drawn/built upon. The editorial team will review the proposals and identify approximately 10 abstracts that would be suitable to be developed into full papers.

Please send the abstract to: Falk Heinrich, by May, 1st 2016.

Full manuscripts should be prepared in accordance with the journal's author guidelines and submitted via the journal’s manuscripts system – Open Journal Systems

Manuscripts for the special issue must be between 4,000 and 7,000 words in length (Please note that the word count is all-inclusive of the title, author details, approx. 150 words abstract, keywords and reference list as well as any tables and appendices that the manuscript may contain). Authors are encouraged to make extensive use of visuals.

Manuscripts must be original and may not have been previously published, nor may they be under consideration for publication elsewhere at the time of submission to JPBLHE and throughout the duration of the review process. Each full manuscript will be subjected to double-blind peer review. It is envisaged that 6 or 7 articles will ultimately be published in the special issue.

For full details of the editorial criterias and comprehensive instructions on how to submit a paper, please consult the journal's author guidelines. For further information please visit the journal web page:

Queries and requests for further information may be directed to the editors-in-charge of this special issue of JPBLHE, Falk Heinrich,

Abstracts or papers not selected for the special issue will be considered for the regular issue of JPBLHE. And JPBLHE remains open to ongoing submission of papers.


About the Journal of Problem-Based Learning in Higher Education (JPBLHE)

ISSN: 2246-0918

First published in 2013

JPBLHE has been launched to provide an opportunity for scholars to publish:

  • High-quality research articles that contribute to the current and future development of problem-based learning in higher education.
  • Review articles examining the development of problem-based learning in higher education.
  • Articles examining the intellectual, pedagogical and practical use-value of PBL or which extend, critique or challenge past and current theoretical and empirical knowledge claims within PBL in higher education.
  • Articles examining theoretical, pedagogical and practical aspects of how networked technologies or ICTs can be used to support or develop problem-based learning.
  • Articles on PBL research relating to the concepts of problem-based learning in any other wider social and cultural contexts.

Editorial board

  • Prof. Anette Kolmos (UNESCO Chair in Problem-Based Learning), Aalborg University, Denmark
  • Prof. Anthony Williams, Newcastle University, Australia
  • Prof. Erik De Graaf, Delft University, Netherlands & Aalborg University, Denmark
  • Prof. Erik Laursen, Aalborg University, Denmark
  • Prof. Lars Bo Henriksen, Aalborg University, Denmark
  • Prof. Madeleine Abrandt Dahlgren, Linköping University, Sweden
  • Prof. Paola Valero, Aalborg University, Denmark
  • Prof. Yves Mauffette, Université du Québec à Montréal (UQAM), Canada
  • Associate Professor Khairiyah Mohd. Yusof, Universiti Teknologi Malaysia, Malaysia
  • Prof. Thomas Ryberg, Aalborg University, Denmark
  • Associate Professor Diana Stentoft, Aalborg University, Denmark