How extreme problem-based learning aids transitioning out
Zolin, Roxanne (2008) How extreme problem-based learning aids transitioning out.
Transitioning out of the university learning environment into the work environment and hopefully into professional practice could determine the student’s ability to benefit from their investment in education. Problem-based learning capstone courses can facilitate transition from university study to professional practice (transitioning out). Problem-based learning (PBL) is a pedagogical methodology that presents the learner with a problem to be solved to stimulate and situate learning. While much has been written about PBL, its benefits in transitioning out have been largely overlooked. This paper aims to address this gap in education theory and practice. In this paper I analyse the career objectives and challenges of transitioning out for full-time and part-time, graduate and undergraduate students, resulting in career focused learning objectives. These objectives include demonstrating work reliability, technical capability and industry understanding for full-time undergraduate students and demonstrating management or professional capability and industry understanding for postgraduate full-time students. Problem-based learning (PBL) is described, and three graduate PBL case studies are presented to illustrate the benefits of PBL in achieving the career focused learning objectives associated with transitioning out. From these case studies the key characteristics of the ideal PBL capstone course are identified for each form of education. Key characteristics of PBL include realism, problem diversity, individual versus group projects, group assignment procedures, group composition, exposure to the professional community, problem relevance, problem complexity, time frame, working conditions, role assignment, mentor support mechanisms and project deliverables. Finally, I propose that the more realistic the PBL, the better the PBL capstone course in transitioning students from university education to professional practice.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Keywords:||Problem-based Learning, Effective Teaching, Learning, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Economics Business and Management Curriculum and Pedagogy (130203)|
|Divisions:||Current > Research Centres > Australian Centre for Business Research|
Current > QUT Faculties and Divisions > QUT Business School
Current > Schools > School of Management
|Copyright Owner:||Copyright 2008 please contact the author.|
|Deposited On:||08 Apr 2009 12:09|
|Last Modified:||27 Oct 2014 14:57|
Repository Staff Only: item control page