Problem- and inquiry-based learning in alternative contexts: Using museums in management education

This article describes a problem- and inquiry-based approach to teaching business model change, which is embedded in a museum-university partnership in Germany. The students concentrate on business model change in non-profit organisations in the public cultural sector, namely public museums in Germany. In this specific context, publicness implies that governmental bodies are more likely to determine a museum's strategic actions than market-based factors. Museums are distinct from other organisations, because diverse external stakeholder groups assess the cultural and economic value of their outputs. These outputs generate societal impact and are linked to the policy that a museum endorses. The chosen context enhances the university's commitment to community service because the students cooperate with a public organisation in its neighbourhood and develop implementable suggestions for business model change. Overall, the suggested format illustrates that partnerships with museums nurture impactful research and teaching in universities

Reflection on Integrative Project-Based Learning in Business and Information Technology Programs

Recently there has been an increase in demand for interdisciplinary programs that enable graduates to demonstrate a blend of technical and ‘soft skills’. As a result, many higher education organizations are developing programs that integrate areas such as management and information technology or entrepreneurship and engineering. The wide range of topics covered in these programs and the need for graduate to be able to integrate and apply of core concepts. Since 2010 we have used integrative project-based learning as a core element of our game development and entrepreneurship program. In this model, students work in project teams to create a “complete” video game following a set of specific feature requirements drawn from the students’ courses. This project requires students to integrate concepts across all courses taken (including those from business, game design, programming, and game art) and develop a commercially viable game. More recently, we have developed project-based learning elements for our networking and information technology security program. In this paper, we reflect on the success and challenges of implementing integrative project-based learning throughout a university program. Elements considered include scalability, management of student groups, faculty engagement, program scheduling, and effectiveness of content integration. Results have demonstrated that students are better able to understand how fundamental concepts from the various curriculum areas interact while gaining additional opportunities to practice ‘soft skills’ such as project management, communications, problem solving, and leadership. The paper will provide recommendations on the necessary learning environment and supports for successful implementation of integrative project-based learning

Evaluating the impact of video-based versus traditional lectures on student learning

Copyright ©2010 International Research Journals. This full-text open access article is available at the link below.Although, computer assisted learning and multimedia programs have emerged into higher education institutions, there is no clear evidence that such a movement can improve student learning. This study was conducted to provide an objective assessment of the impact of lectures with the use of video clips on student learning over traditional teaching methods. Five university students participated and experimental control was achieved using an alternating-treatments design. Overall, students experienced sixteen 5-minute lectures, half on kinesiology and half on psychological issues for children, delivered by either traditional or video-based methods. Results showed that teaching material based on video clips was at least as equally effective as standard teaching lectures. Similar data were collected during 1-, 2-, and 3-week follow-up measures. These results come in agreement with the current literature reinforcing the suggestion that the use of videos in education may hold great promises.This article is available through the Brunel Open Access Publishing Fund

Stepping up to Global Challenges (SGC): Empowering Students across the World

Stepping up to Global Challenges (SGC) aimed to provide students with opportunities for language practice through task-based learning activities and the use of digital platforms for interaction. Marketing students at the Polytechnic of Viseu, Portugal, collaborated with peers from Poland and Turkey, choosing an image on entrepreneurship and posting it on the SGC Facebook page to solicit comments from their own and other groups. This was one of the tasks assigned during the 2nd semester of 2019/20, under the constraints of COVID-19. We analyzed the students' choices, main difficulties, and motivation to persist in learning and improving their skills to share knowledge with (inter)national peersinfo:eu-repo/semantics/publishedVersio

Using the Inquiry-based Learning Approach to Enhance Student Innovativeness: A Conceptual Model

Individual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations of innovative behaviour, we develop a conceptual model that links IBL and student innovativeness, and introduce three teacher-controlled design elements that can influence the strength of this relationship, namely whether an inquiry is open or closed, discovery-focused or information focused and individual or teambased. We argue that an open, discovery-focused and team-based inquiry offers the greatest potential for enhancing students’ skills in innovation. This paper has several implications for higher education research and practice

Model Design and Calculation with Polymeric and Composite Materials through Project-Based Learning

[EN] The new educational paradigm requires new active methodologies to fulfil the market demanding needs. Students need to join the competitive labor market with optimal skills to achieve all their professional objectives. That is why the current teaching-learning process requires disruptive changes through the implementation of innovative methodologies such as the Project-Based Learning (PBL). The PBL is a methodology that allows students to acquire the key knowledge and skills through the elaboration of a project that gives response to a real problem. According to the Edgar Dale's Cone of Experience (Dale, 1946) the PBL is an active methodology since it is located at the basis of the pyramid in the layer of: `Direct Purposeful Experience ¿ Go through a Direct Experience¿. Based on Dale¿s results, students will remember 90% of what they do as they perform the project. In light of this, and with the main goal of prepare suitable professionals, in the Mechanical Engineering Degree of the Universitat Politècnica de València, a PBL model has been defined. This model involves the following three subjects: (i) Polymer Matrix Composite Materials Engineering; (ii) Manufacturing processes of polymer matrix composite materials and (iii) Advanced design with polymers: Project with composite materials. All these subjects are taught in the second semester of the 4th year of the Mechanical Engineering Degree. The PBL model, which consists of the design and calculation of a pressure tank by using CAD/CAE tools such as SolidWorks, will be developed concurrently among the three subjects. In this article, the PBL model is defined as well as the steps and considerations that have been followed and taken into account for its definition.This article has been supported by the Vice-rectorate for Digital Resources and Documentation (Vicerrectorado de Recursos Digitales y Documentación) and Vice-Rectorate for Studies, Quality and Accreditation (Vicerrectorado de Estudios, Calidad y Acreditación) under the Call for Learning + Teaching (Convocatoria Aprendizaje + Docencia (A+D 2019)) and Project Code: 1678-A. The authors would like to acknowledge the support of the Institute of Educational Sciences (Instituto de Ciencias de la Educación) of Universitat Politècnica de València, the Evaluation and Monitoring Commission for Educational Innovation and Improvement Projects (Comisión de Evaluación y Seguimiento de Proyectos de Innovación y Mejora Educativa (CESPIME)) and Escuela Politécnica Superior de AlcoyBalart, R.; Montanes, N.; Quiles-Carrillo, L.; Jordá-Gisbert, S.; Sanchis-Gomis, HC.; Sanchis, R. (2020). Model Design and Calculation with Polymeric and Composite Materials through Project-Based Learning. EDULEARN Proceedings (Internet). 3979-3986. https://doi.org/10.21125/edulearn.2020.1076S3979398

UIndy Engineering DesignSpine: Engineering Leadership Development through Interdisciplinary Teams and Early Exposure to Real Life Problems

The engineering challenges facing the world are very complex, and they require a new type of engineer who can work in interdisciplinary teams as well as multicultural teams to solve open-ended problems. Employers are looking for engineers who have not only technical competency but also systems (broad) and business mindsets. To develop these engineers, the R. B. Annis School of Engineering at the University of Indianapolis (UIndy) developed the DesignSpine. The DesignSpine framework makes it possible to create interdisciplinary teams of students who apply knowledge and principles of Six Sigma, project management, research methods, entrepreneurship, and leadership and communication (SPREL). Furthermore, in the DesignSpine, students create innovative solutions to real-world problems from external stakeholders beginning from their sophomore year. This paper describes the DesignSpine framework and the implementation strategy