Organising evidence-informed innovation: the development of a research agenda

Educational innovation often builds on existing practices, and focuses on improvement, rather than a radical change. One current example of educational innovation is Challenge-Based Learning (CBL). At university [blinded] the approach is a curriculum wide implementation of CBL based on a integrated programme that combines implementation of bottom-up innovation projects with research. The result of this research contributes to the translation of CBL to practice, thus helping curriculum designers and teachers in designing and executing their courses. In the process evidence is collected about principles of CBL, learning behaviour, learning outcomes, and didactical aspects of CBL, such as coaching and self-directed learning, assessment, pedagogies, and design of challenges, and facilitating structures. The goal of this paper is to explore the development of a research agenda, which aligns research and practice, and to contribute to evidence for successful CBL implementation as result. The CBL research agenda shows which topics and aspects of CBL are addressed by research and practice, and which are overlooked. It is a systematic way of collecting strategic and practical problems related to CBL implementation, and how these are translated into research questions, methods, and results. The CBL research agenda leads to dialogue, which in turn guides our CBL programme. This integrated programme, including the research agenda is governed by a Taskforce CBL and supported by programme management, and a university wide research community. This approach enables the curriculum wide implementation and research of CBL as a concept for educating engineers of the future and strengthening on-campus education

Organising evidence-informed innovation:The development of a research agenda

Educational innovation often builds on existing practices, and focuses on improvement, rather than a radical change. One current example of educational innovation is Challenge-Based Learning (CBL). At university [blinded] the approach is a curriculum wide implementation of CBL based on a integrated programme that combines implementation of bottom-up innovation projects with research. The result of this research contributes to the translation of CBL to practice, thus helping curriculum designers and teachers in designing and executing their courses. In the process evidence is collected about principles of CBL, learning behaviour, learning outcomes, and didactical aspects of CBL, such as coaching and self-directed The goal of this paper is to explore the development of a research agenda, which aligns research and practice, and to contribute to evidence for successful CBL implementation as result. The CBL research agenda shows which topics and aspects of CBL are addressed by research and practice, and which are overlooked. It is a systematic way of collecting strategic and practical problems related to CBL implementation, and how these are translated into research questions, methods, and results. The CBL research agenda leads to dialogue, which in turn guides our CBL programme. This integrated programme, including the research agenda is governed by a Taskforce CBL and supported by programme management, and a university wide research community. This approach enables the curriculum wide implementation and research of CBL as a concept for educating engineers of the future and strengthening on-campus education.</p

Variety in Challenge-Based Learning in higher education

Increasingly higher education programs are made open and flexible to face challenges demanded by societal changes. Challenge-based learning (CBL) is perceived as an educational concept shaping these open and flexible programs. However, CBL as a field of research is still in its infancy. The present study searches for all-embracing commonalities of CBL in engineering education. We propose an evaluative framework that both includes commonalities and allows for variety in CBL characteristics between study components. This framework, labelled CBL-compass, serves as a methodological approach for educational staff and researchers to visualise the local colour of CBL in higher education institutions. With this study we aim to advance the field by contributing to a conceptual basis in flexibility in CBL. Our research question was: How can we assess the variety of CBL implementations in engineering education experiments? This question was answered by an evaluative case study. First, existing literature on CBL was scoped. The characteristics following from this review were perceived as dimensions, each with associated indicators. Empirical data were collected from an evaluation of six CBL experiments. The variety of scores on the CBL-compass gave an impression of how teachers implemented CBL in their course or project and can thus be used as an evaluation mechanism to improve this implementation. Filling in the CBL-compass triggered reflection among teachers about their course and CBL. The added value of the CBL-compass is the attention for, amongst others assessment or teacher skills and support, which are important for the overall quality of study components

Conceptualising variety in challenge-based learning in higher education: the CBL-compass

Increasingly higher education programs are made learner centred and flexible to face societal changes. Challenge-based learning (CBL) is an educational concept shaping these open and flexible programs. This article aims to articulate a framework for analysing CBL characteristics within and between study components in academic curricula. It contributes to a detailed conceptualisation of CBL and clarity on what CBL implementations consist of. The dimensions and indicators of the framework reflect points of attention for research and evaluation of CBL design and implementation. We argue for variety in CBL characteristics between study components or curricula. Furthermore, we point out how this conceptualisation of CBL opens for research into designing and teaching for multiple domains, and how it contributes to an identification of commonly agreed characteristics of CBL. Recent CBL projects are referenced as an illustration of the approach. The detailed conceptualisation informs debate and development in a nascent field of research

Ensuring bachelor’s thesis assessment quality: a case study at one Dutch research university

PurposeIn the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However, the accreditation framework lacks guidance on how to meet quality standards. This study aims to address these issues by sharing our experience, identifying problems and proposing guidelines for quality assurance for a thesis assessment system.Design/methodology/approachThis study has two parts. The first part is a narrative literature review conducted to derive guidelines for thesis assessment based on observations made at four Dutch universities. The second part is a case study conducted in one bachelor’s psychology-related program, where the assessment practitioners and the vice program director analyzed the assessment documents based on the guidelines developed from the literature review.FindingsThe findings of this study include a list of guidelines based on the four standards. The case study results showed that the program meets most of the guidelines, as it has a comprehensive set of thesis learning outcomes, peer coaching for novice supervisors, clear and complete assessment information and procedures for both examiners and students, and a concise assessment form.Originality/valueThis study is original in that it demonstrates how to holistically ensure the quality of thesis assessments by considering the context of the program and paying more attention to validity (e.g. program curriculum and assessment design), transparency (e.g. integrating assessment into the supervision process) and the assessment expertise of teaching staf