Entire issue

Abstract

We are very happy to present volume 11, issue 3 of the Journal of Problem Based Learning in Higher Education. This year, we have already published two special issues, and this is our annual issue. It contains three papers and seven cases. Our number of full papers is smaller compared to what we normally publish but the two special issues have probably taken a few papers that might otherwise have found their way into the annual issue in more normal years. But this does not diminish the fact that we are very proud of this issue communicating essential studies and cases about PBL.The three papers in this issue are all empirical papers looking into the effects and attitudes of implementing PBL approaches and techniques. They cover three different disciplines: project management in economics, early childhood teacher education, and sex therapy in psychology education, across five different countries, as well as they work with both quantitative and qualitative methods. These varieties in application of PBL and in the scientific research about it, some might consider a weakness. Believing that a less rigor systematics and lack of a dominating theory might produce less solid and equivalent results, thereby weaken the creation of a stronger common understanding of the field. But we believe it is a strength. We do not strive for a PBL unity in terms of well-defined beliefs and exercises. But rather see PBL as an inspiration to develop, test, and support different forms of student centered and contextually anchored pedagogical theories and practices. For that reason, we welcome the varieties, and the encouragement they bring.Our seven cases, demonstrate the same palette of range and variety, as they come from all over the world -