Engaging students in learning: findings from a study of project-led education

Fernandes, Sandra; Mesquita, Diana; Flores, María Assunção; Lima, Rui M.

doi:10.1080/03043797.2013.833170

Cited by 86 publications

(80 citation statements)

References 40 publications

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“…In this sense, it is essential to promote learning strategies that combine technical knowledge and transversal competences. There are several studies showing that in active learning contexts students are able to develop both competences in an integrated way (Fastré et al, 2013;Fernandes et al, 2014;Jackson, 2012;Mesquita et al, 2013;Moesby, 2005;Santandreu-Mascarell et al, 2011;Van Hattum-Janssen & Mesquita, 2011).…”

Section: Resultsmentioning

confidence: 99%

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Lima

Mesquita

Rocha

et al. 2017

Prod.

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The engineering professional profiles have been discussed by several branches of the engineering field. On the one hand, this discussion helps to understand the professional practice and contributes to the specification of the competences that are suitable for each function and company culture. On the other hand, it is an essential starting point for the definition of curricula in engineering schools. Thus, this study aims to characterize, in an innovative way based on job advertisements, the demand for competences and areas of practice for Industrial Engineering and Management contributing for the definition of a professional profile. This characterization is based on the analysis of 1391 job advertisements, collected during seven years from a Portuguese newspaper. The data analysis takes into account the job description in which two categories were considered: areas of professional practice (e.g. project management) and transversal competences (e.g. teamwork). Considering the total number of job advertisements, it was possible to identify 1,962 cumulative references for 11 professional practice areas and 5,261 cumulative references for transversal competences. The contribution of this study lies on the identification of the main areas of practice and the main transversal competences demanded by employers.

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Section: Resultsmentioning

confidence: 99%

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Lima

Mesquita

Rocha

et al. 2017

Prod.

Self Cite

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“…In other words, this research aims to identify the main difficulties which PBL raises and define effective strategies to support teachers in managing these difficulties. Some of these difficulties have already been identified in previous research , Mesquita et al, 2009Fernandes et al, 2012;Fernandes et al, 2014;Alves et al, 2015a). …”

Section: Research Methodsologymentioning

confidence: 87%

“…Previous research showed that the assessment model, and, in particular, this test, has been considered by the students as not reflecting their knowledge and effort that they applied in the project Alves et al, 2012a, Fernandes, Flores & Lima, 2012Fernandes, Mesquita, Flores & Lima, 2014).…”

Section: Project Assessment Modelmentioning

confidence: 99%

Managing PBL difficulties in an industrial engineering and management program

Alves

Sousa

Moreira

et al. 2016

JIEM

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Abstract:Purpose: Project-Based Learning (PBL) is considered to be an active learning methodology which can be used to develop both technical and transversal competences in engineering programs. This methodology demands a great deal of work effort from the students and also from the teachers and it requires a meticulous plan and a well-managed project as well. These activities go far beyond the normal activities in traditional lectures, enabling to outpace the difficulties that spur along the way that may be both complex and demotivating. This The aim of this paper is to identify and discuss the main difficulties of the implementation of PBL, mainly from the teachers' perspectives. Additionally, some effective strategies will be recommended to overcome such difficulties. Findings: Integration of courses in the project; student assessment; growing number of students in each team and the need of physical spaces for them; and compartmentalized knowledge has emerged as the main difficulties. To overcome these difficulties some key strategies were recommended.Originality/value: A new perspective based on course teachers' views and experiences will deepen the understanding of the problems and provide inputs for the development of strategies that may improve the effectiveness of PBL and introduce changes for its successful implementation. These strategies are intended to be transferable to other contexts, as most of the problems and constraints are common to other active learning approaches.

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“…Several studies highlight the importance of PBL for students' learning, in terms of engagement, motivation, develop competences related to professional practice, amongst other issues (Fernandes et al, 2014;Kolmos & Holgaard, 2010;Lima et al, 2007). When PBL is developed in real contexts, like a company, students have the opportunity to develop technical competences but their learning experience go further because they start to feel what is like being an industrial engineer: solve different problems (production and planning, organization, logistics, ergonomics), communicate to the CEO of the company, get information, observing and analysing the system, interact with operators, trying to implement changes, etc.…”

Section: Pbl As An Added-value For Students Learningmentioning

confidence: 99%