Journal of Problem Based Learning in Higher Education <p>The Journal of Problem Based Learning in Higher Education (JPBLHE) represents state of the art research in the theory and practice of PBL in higher education and actively seeks to promote transformative and progressive university pedagogy.</p> Aalborg University Press en-US Journal of Problem Based Learning in Higher Education 2246-0918 <p>Articles published in Journal of Problem Based Learning in Higher Education are following the license <a href="" target="_blank" rel="noopener">Creative Commons&nbsp;<span style="display: inline;">Attribution (CC-BY)</span></a><a href=""><span style="display: inline;"></span></a></p> <p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY). Further information about <a href="">Creative Commons</a></p> Interdisciplinary PBL Course Development in Higher Education <p>This case study explores how a problem-based learning (PBL), graduate education course could be organized in ways that utilize the current knowledge of how people learn within diverse, real world community settings. Students were asked to identify an educational enterprise and a social problem within a culturally diverse, high-need community. Throughout the course, they designed a service-learning experience, which was linked to the mission and vision of the enterprise while providing a meaningful, sustainable service to the community. At the end of the course, students viewed themselves as potential agents of social change through project presentations and reflections.</p> Cheryl Marie Bowen Copyright (c) 2019 Cheryl Marie Bowen 2019-05-23 2019-05-23 8 2 10.5278/ojs.jpblhe.v8i2.2425 The Problems that Impact the Quality of Project Management Courses Developed Following a Project-Based Learning Approach with the Support of Community Partners <p>This case study presents findings regarding the problems that impact the quality of a Project Elaboration and Management course, developed following a project-based learning approach. From 2014 to 2019, the course was taught 27 times, involving 596 undergraduate students from Federal University of Sao Paolo, Campus Osasco, Brazil. The research objective is to reveal the main problems encountered both in setting up and delivering the course, and to analyze their impacts on the quality of the course. Data was collected from the professor’s notes, from correspondence between the professor, students, and other stakeholders, minutes of meetings between the professor and stakeholders, and from the students´ reports about the projects. The data was analyzed following a qualitative systemic analysis, revealing the impacts of the identified problems on the course. The article concludes by presenting possible ways of reducing such problems.</p> Joao Alberto Arantes do Amaral Copyright (c) 2019 Joao Alberto Arantes do Amaral 2019-09-26 2019-09-26 8 2 10.5278/ojs.jpblhe.v8i2.3173 Incorporating Problem-Based Learning Skills into Graduate and Professional Student Classes <p>This paper provides insights into an initiative that offers graduate and professional students from across the University of Michigan the opportunity to participate in multi-disciplinary, problem-based classes that foster creative thinking, teamwork, and development of transferrable skills. The paper describes how, in order to improve student learning outcomes and play to the strengths of instructors with, each, subject matter and problem solving expertise, we have modified the initiative’s structure.</p> Andrea Quinn Copyright (c) 2020 Andrea Quinn 2020-08-19 2020-08-19 8 2 10.5278/ojs.jpblhe.v8i2.3595 Solar Car Chassis Design and Optimization Using PBL and Design of Experiment <p>A beneficial project is defined and implemented for the senior project of bachelor students of mechanical engineering program in the school of engineering at American University of The Middle East (AUM). Students need to design, analysis, and optimize a solar car chassis using Design of Experiment (DOE). It is required that the design process and DOE implementation are conducted in 14 weeks based on Problem Based Learning (PBL) method. The main elements of PBL for this project are the ability to understand the project, analyze and resolve problems, and have a teamwork and leadership ability in addition to independent responsibility. The design of the chassis and an analysis of the stress loads are conducted using SolidWorks. Four designs are proposed to obtain an optimum design using DOE and PBL. By optimizing the chassis design, students determined the factor of safety of 10.8 and the weight of 56.4 kg.</p> Mehdi Moayyedian Ameena Alateeqi Dalal Alzuabi Reem Burhama Shouq Alathari Copyright (c) 2020 Mehdi Moayyedian, Reem Burhama, Dalal Alzuabi, Shouq Alathari, Amina alateeqi 2020-10-29 2020-10-29 8 2 10.5278/ojs.jpblhe.v8i2.5805 Editorial Bettina Dahl Søndergaard Patrik Kjærsdam Telléus Copyright (c) 2020 Annemette Helligsø 2020-12-17 2020-12-17 8 2 10.5278/ojs.jpblhe.v8i2.6378 Entire issue Annemette Helligsø Copyright (c) 2020 Annemette Helligsø 2020-12-17 2020-12-17 8 2 10.5278/ojs.jpblhe.v8i2.6380 Project Based Learning versus Traditional Learning – Comparing Perspectives of Arab Managers with Chinese Managers <p>The perspectives on Project Based Learning (PBL), traditional learning and engineering competencies are influenced by national and organizational culture.</p> <p>Based on Hofstede's cultural dimensions theory and grounded in constructivist learning theory, the purpose of this study is to identify the perspectives of Arab and Chinese managers on the effectiveness of PBL versus traditional learning.</p> <p>Utilizing descriptive and inferential statistics (Wilcoxon and Mann Whitney U test), findings show that Arab managers perceive 13 and Chinese managers 2 competencies to be more effectively developed by PBL, while the difference between PBL and traditional learning is perceived smaller among Chinese managers. A higher desire of avoiding uncertainty among Arab managers, higher achievement orientation among Chinese managers and an influence of educational systems were identified. Higher Education Institutions (HEIs) are advised to consider these findings, in order to compare with their institutions’ utilization of PBL versus traditional learning and to prepare engineers for global employment.</p> <p>&nbsp;</p> Martin Jaeger Gang Yu Desmond Adair Copyright (c) 2020 Martin Jaeger 2020-01-21 2020-01-21 8 2 10.5278/ojs.jpblhe.v8i2.3370 A Scoping Review of the Relation Between Problem-based Learning and Professional Identity Development in Medical Education <p>There is a substantial amount of research pointing to the benefits of pedagogical approaches such as problem-based learning (PBL) and the importance of developing professional identity as a physician in medical education. The aim of this review is to investigate the existing literature concerned with the relation between PBL and professional identity development in undergraduate medical students. We performed a scoping review of six electronic databases to map out how the relation between PBL and professional identity development in undergraduate medical students is presented in the existing literature. Eight peer-reviewed full text articles were retrieved as eligible for review. The most important conclusion from our work is that even though the topic of professional identity development in medical education has been studied quite extensively, there is a lack of knowledge about how new types of pedagogical approaches such as how a PBL curriculum influences medical students’ professional identity development.</p> Nicolaj Johansson Susanne B. Nøhr Diana Stentoft Copyright (c) 2020 Nicolaj Johansson 2020-03-19 2020-03-19 8 2 10.5278/ojs.jpblhe.v8i2.3554 Theoretical and Operational Reflections on the Interdisciplinary PBL Simulation for Conflict Negotiation and Communication at the University of Helsinki. <p>An interdisciplinary approach has been adopted for undergraduate Law and Social Science students attending separate seven-week intensive language communication courses run at the University of Helsinki. The challenge has been to anchor this pedagogical development within theoretical frames of reference that contextualise the interdisciplinary PBL simulation. Focus is placed on one of the simulations - Bradford Simulation, based on the 1995 riots involving the Pakistani immigrant community in the English city of Bradford. Conflict encompasses multidimensional problems and synthesising interdisciplinarity with the PBL simulation attempts to create a learning environment in which students can gain an insight into the intricacies of conflict analysis, management and resolution. Considerations of student identity and learning factors are recognised. Key operational management factors requiring advanced organisational and communication skills by the teacher are also broached. Whilst positive outcomes have accrued there are limitations that have compromised the activity.</p> <p>&nbsp;</p> <p>&nbsp;</p> Graham Wood Copyright (c) 2020 Graham Wood 2020-04-03 2020-04-03 8 2 10.5278/ojs.jpblhe.v8i2.3181 Implementing the Introduction, Methods, Results and Discussion Article Structure in Engineering Education based on Problem-based Learning <p>The organization of knowledge influences how effectively students learn, so that if the information are well structured and the knowledge acquisition process is carried out in a systemic way, one can more effectively retrieve pieces of knowledge. To tackle this problem a common document format used in academia, IMRaD (Introduction, Method, Results and Discussion), can help students in natural science and engineering education to approach the problem of knowledge organization in a systemic way from the beginning of&nbsp;the learning process.</p> <p>In this study, we explore the use of the IMRaD format for students pursuing undergraduate and master's degrees as a tool for learning whilst making the project report more comprehensible for readers. The predefined document structure cannot be considered the solution to all learning issues and it should not limit the unpredictability, which is necessary during the creative thinking typical of the research environment.</p> Vincenzo Liso Copyright (c) 2020 Vincenzo Liso 2020-06-24 2020-06-24 8 2 10.5278/ojs.jpblhe.v8i2.3366 Use of Project-Based Learning in Preparation of Education Managers: Case of Post-Soviet Azerbaijan <p>This study explores the implementation of Project-Based Learning (PBL) in Master of Education Management Programs in two Azerbaijani universities. The aim was to find out if the sample universities integrate projects into their programs using a systematic PBL model. Interviews with the faculty and administration were conducted and the curricula of programs were scrutinized to assess the level of the consistency in the subjects on offer. Although the courses in both programs are quite suitable for PBL integration, only in one of the sample universities was there evidence of extensive use of projects, albeit mainly in a single assignment level. The results show that Azerbaijani universities need to develop a well-structured PBL model adapted to the local context. The results of the interviews emphasize the crucial role of PBL in the acquisition of employable skills and competences in education management. Major limitations in the process of PBL implementation include a lack of awareness about PBL, inadequate organizational support in the form of staff trainings, the provision of facilities and negotiations with stakeholders.&nbsp;&nbsp;&nbsp;&nbsp;</p> Lala Mammadova Copyright (c) 2020 Lala Mammadova 2020-10-29 2020-10-29 8 2 10.5278/ojs.jpblhe.v8i2.5521