Managing PBL difficulties in an industrial engineering and management program

Alves, Anabela Carvalho; Sousa, Rui M.; Moreira, Francisco; Carvalho, M. Alice; Cardoso, Elisabete P. C.; Pimenta, Pedro; Malheiro, Teresa; Brito, Irene; Fernandes, Sandra; Mesquita, Diana

doi:10.3926/jiem.1816

Cited by 26 publications

(20 citation statements)

References 10 publications

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“…Since 2004/05 the Industrial Engineering and Management Integrated Master (IEM-IM) at University of Minho, Portugal, had implemented project-based learning approaches in three out of ten semesters of the program (1 st , 7 th and 8 th semesters). Several studies were carried out in this context in the past 10 years and the results reinforce the relevance of project-based learning for preparation for professional practice [18], students' engagement [23], teachers' role [24], curriculum innovation [25], amongst other issues.…”

Section: Pbl At Industrial Management and Engineering Integrated Mastmentioning

confidence: 88%

Active Learning in Higher Education: Developing Projects in Partnership With Industry

Dinis‐Carvalho¹,

Fernandes²,

Lima³

et al. 2017

INTED Proceedings

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Project Based Learning is an active learning approach with some good results perceived by students, academic staff and employers. A decade of experience and research at the Industrial Management and Engineering (IME) Integrated master programme at the University of Minho has provided strong evidence of its advantages and disadvantages. One of the PBL approaches being applied is based on projects in real contexts, where student teams must analyse and improve aspects of production systems in different companies in the region. The soft skills development as well as the attractiveness of such projects for students are common topics to be explored in such type of initiatives. The objective of this paper is to collect evidence on how such real context projects can be effective in developing specific technical knowledge on students. The technical knowledge covered in this article is based on the curricular unit "Production Systems Organization II" of the 7 th semester of the IME programme. Data collection was based on the application of questionnaire to students involved in this semester (n=62). The results show that student perceptions on the effect of the project is, in average, considered "important" (4 in a Likert scale) and that the learning outcomes mostly influenced by the project are related to issues such as the nature of the project and the typology of the company. More complex production systems with complex production flows, high variety of products and more process steps together with more skilled management people, seem to bring better results in student's understanding of the learning outcomes developed with the project.

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Section: Pbl At Industrial Management and Engineering Integrated Mastmentioning

confidence: 88%

Active Learning in Higher Education: Developing Projects in Partnership With Industry

Dinis‐Carvalho¹,

Fernandes²,

Lima³

et al. 2017

INTED Proceedings

Self Cite

View full text Add to dashboard Cite

show abstract

“…There is a lot of research on what should be taught to new generations and related topics such as employability (WICKRAMASINGHE; PERERA, 2010; GONAZALES-ROMA; GAMBOA; PEIRÓ, 2018; ANDREWS; HIGSON, 2010) skills and expertise (NAKAO et al, 2012, MESQUITA, LIMA, PEREIRA, 2008, curriculum (HAMILTON;MCFARLAND;MIRCHANDANI, 2000;PETROSINO, 2004), teaching/learning methods (ALVES et al, 2016;SEMAN et al, 2018) and assessment (JUWAH, 2004;BURKŠAITIENĖ, 2012) to help teachers, educational institutions, students, the community, governments and organizations to overcome the challenges that the 21st century presents.…”

Section: Introductionmentioning

confidence: 99%

Project Development in Small and Medium-Sized Enterprises: An Opportunity to Improve Teaching and University-Business Interaction

Rodrigues

Dalpian

Zambon

et al. 2020

GEPROS

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Purpose: Analyze whether project development in small and medium-sized companies to support the teaching-learning process (PBL methodology - Project Based Learning) is a solution to overcome the challenges of training professionals in the 21st century. Theoretical framework: Project development makes the student active in the teaching-learning process and enables the development of technical and behavioral skills and research with SMEs is necessary because they are little researched. Design/methodology/approach: It is applied research and the methodological approach used was the case study. The projects were developed in two small companies and data were collected on students' opinions about the process, through participant observation, documents and interviews. The data were obtained in the period 2016 and 2017 in the region of Bauru-SP, Brazil, in partnership with SEBRAE (Brazilian Service of Support to Micro and Small Enterprises). Findings: The methodology based on project development in small enterprises motivates students and develops transversal competences and generates benefits for companies. Research, Practical & Social implications: Small businesses offer the opportunity to look at a business as a whole and interact with all your members and bring the university closer to your community. Originality/value: small businesses can contribute to improving education by enabling the development of collaborative university-company projects. Keywords: PBL, small and medium-sized enterprises, engineering education, production systems.

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“…For instance, in PBL teamwork students are called to evaluate their peers in a peer-assessment approach that could be implemented in different forms along the years for the same project MOREIRA et al, 2017). This is always difficult to manage in the project coordination (ALVES et al, 2016). Nevertheless, it is worth to manage as peer assessment is a valuable employability skill needed for the undergraduate and graduate students by the professionals (PAUL et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

The importance of peer assessment & self-assessment in PBL applied to an administration course

Mansur

Alves

2018

RIAEE

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RESUMO:A aprendizagem baseada em projetos (PBL) é uma metodologia de aprendizagem ativa que coloca o aluno no centro da aprendizagem, forçando o professor a assumir um papel de facilitador e coadjuvante. Esta nova postura docente não é menos importante, porque exige muitas mudanças que devem ser promovidas por estes, em particular, relacionadas à coordenação e à organização do projeto de aprendizagem. Uma tarefa importante neste planejamento está relacionada ao método de avaliação, que deve estimular o comportamento discente que promova sua motivação à aprendizagem. Esta foi a preocupação em um programa de graduação em Administração de uma instituição privada na cidade de Campos dos Goytacazes, no Brasil. Esta metodologia exigiu mudanças substanciais nos métodos de ensino/aprendizagem, assim como abordagens de avaliação focadas na presente pesquisa. Este artigo apresenta uma visão geral dos conceitos PBL e da metodologia de avaliação adotada para esse curso específico. Além disso, discute os resultados do novo método de avaliação. Esta foi uma experiência inovadora que confirmou os resultados positivos da experiência PBL dos alunos e também a importância da avaliação por pares nesta metodologia de aprendizagem. PALAVRAS-CHAVE:Métodos de avaliação. PBL. Aprendizagem em administração. Modelos de aprendizagem. ABSTRACT: Project-Based Learning (PBL) is an active learning method that puts students in the centre of the learning process, having the teacher perform a facilitating role. This new position of the teacher is not less important because it demands a lot of changes that must be promoted by the teachers, particularly, related to the coordination and organisation of the learning project. An important task in this organisation is the one that has connection with the assessment method and how this should promote students' behaviour that support their learning motivation. This was the concern in a Business Administration undergraduate program of a private institution in Campos dos

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Managing PBL difficulties in an industrial engineering and management program

Cited by 26 publications

References 10 publications

Active Learning in Higher Education: Developing Projects in Partnership With Industry

Active Learning in Higher Education: Developing Projects in Partnership With Industry

Project Development in Small and Medium-Sized Enterprises: An Opportunity to Improve Teaching and University-Business Interaction

The importance of peer assessment & self-assessment in PBL applied to an administration course

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