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The paper seeks to examine problem‐based learning (PBL) as an emerging learning paradigm and proposes that it is a viable approach in leadership development. It aims to identify several key factors, strategies and possible outcomes associated with this new approach to training.

Based on a review of the literature on PBL, organizational learning and leadership training as well as practical experience, the paper discusses the salient features of PBL and their impact on leadership development through multiple levels of simultaneous learning.

Three important factors have been identified as contributing to the meaningfulness of leaders' learning process: problem definition, open communication and utilization of resources. Expert guidance after the formal PBL training phase provides the sensemaking pathway in shaping the learning‐oriented behavior of leaders.

A matrix eliciting a guided approach to PBL in leadership development is presented to make explicit the subtle complexity of the learning process. Through both a structured training to an unstructured operational phase, PBL has led leaders to the discovery of new roles, attitudes and knowledge required to meet current changing times.

The structured yet diverse learning framework of PBL provides a unique dimension to human resource development. When applied to a dynamic organizational context, PBL provides an integrative mix of learning opportunities and harmonizes potential learning disturbances to develop the real leader. This is an area that has not been extensively researched.

The paper aims to explore the role of problem‐based learning (PBL) in workplace settings. It seeks to discuss the principles of PBL in relation to individual and group learning, and to propose possible applications that can be incorporated into the workplace.

Data were collected in Singapore through two sample groups: ten PBL specialists who had direct experience in workplace applications and 50 working professionals who had some direct or indirect experience in PBL. Convergent interviewing and open‐ended survey questions in addition to follow‐up face‐to‐face interviews were used respectively.

PBL can help employees to approach daily problems more confidently. Lessons drawn from problem‐solving activities can enhance the learning capacity of employees through dialogue and reflective inquiry. PBL activities can also help systematize learning patterns that are otherwise developed haphazardly through informal learning.

PBL creates different learning networks by allowing greater learning loops to develop. The desired outcome is the generation of critical organizational knowledge necessary for competition and growth. PBL taps into intra‐organizational processes where a deeper relationship between its applications and workplace learning can be further explored.

The successful implementation of PBL in workplace settings requires a realistic timeframe, an appropriate reward and recognition system, a strategic positioning of technological infrastructure and an effective communication channel. Managers need to first appreciate the intrinsic value of PBL by supporting learning networks through the adjustment of organizational structures and processes.

PBL is more than a useful approach used in educational settings. PBL principles can be strategically applied to workplace environments to promote different learning types. Transfer of individual to team learning can best be achieved through the structured yet spontaneous PBL activities.

Problem-based learning (PBL) is an instructional format which emphasizes collaborative and contextual learning and hence has favored face-to-face course design. However, with the plentitude of online tools which technology offers nowadays, PBL courses can also be effectively offered to students who cannot physically be present at the campus. The change process from offline to hybrid, blended, or online PBL courses need to be carefully managed and the right combination of technology and learning activities selected from the ever increasing available set. Hybrid, blended, or online courses differ in the amount of integration between offline and online activities. A mixed-method design was used to elaborate on how the different (hybrid, blended, or online) PBL courses can be effectively build and taught to create learner engagement. Twelve people (change agent, instructor, and participants) were interviewed and 82 students filled out a course evaluation form. The data was used to describe how a hybrid, blended, or online course was created and how the instructor and students perceived it. Instructional and change management implications for implementation are presented. Instructional implications deal with the needs of the learner, the role of the instructor, and the importance of sound technology integration in the course. Change management implication highlights the need to foster intra-institutional collaboration.

This chapter will provide an overview of how Problem Based Learning (PBL) is used to support first year chemistry students at the University of Leicester, United Kingdom. The chapter will go on to provide an overview of the learning journey that we have undertaken over the last seven years by discussing the challenges we have encountered and by including details of how we have adapted our approach based on student and staff feedback and other considerations. The chapter is a follow up to a previously published article with a focus on the changes made since this initial publication (Williams, Woodward, Symons & Davies, 2010).

While larger tourism enterprises benefit from a graduate management intake and continuing executive development, the owner of the small tourism operation is limited in continuing education and professional development opportunities due to resource poverty, lack of appropriate and available tertiary tourism education. This chapter details the pedagogical and technological challenges faced by the education team at Waterford Institute of Technology (WIT) in developing and implementing an innovative blended learning degree, customised to meet the requirements of the entrepreneur for a sense of involvement, relevance and flexibility. Understanding how to harmonise blended learning with face-to-face PBL was the cornerstone of success in the design and implementation of the programme and the insights gained will provide guidelines to educators who are responsible for the development of relevant and accessible business degree programmes for owner/managers of micro/small business enterprises.

Communicating in English brings about a number of challenges for English as a Foreign Language (EFL) students. Such challenges remain unaddressed and unresolved within the traditional classroom settings, which are often dominated by intense guidance and instructions. The aim of this chapter is to address, discuss, and research project-based learning (PBL) as an effective pedagogical approach capable of prompting higher education students’ EFL capabilities – particularly English writing skills – in an engaging, student-centered manner that connects to their real-life experiences and develops a range of their generic skills. The PBL approach was designed, integrated, and implemented within the curriculum of the intensive English course (ENGL 101) delivered at Phoenicia University. Over a semester, 120 students across all four sections actively engaged, in groups, in PBL tasks, where they were required to identify problems in their community, propose solutions to these problems, and develop action plans to ensure that such solutions are sustainable. A mixed method approach that comprised a questionnaire (pre- and post-test) and semi-structured interviews was implemented. This chapter found that the adopted PBL method was very effective in promoting students’ engagement, ownership, and confidence in EFL. Additionally, this chapter showcased the power of PBL as a pedagogical device in humanizing EFL students’ experiences and education and provoking them to build their citizenship and agency in tackling problems and issues of relevance to them and their communities rather than being passive sufferers or observers of such problems and issues.

This research aims to assess and compare project-based learning (PBL) designs to deliver technopreneur in higher education, as a case student of the Industrial Engineering Department. So, it can facilitate students who play a role in facilitating the process of technological transformation so the student knows well how to solve the problem of commercialization.

Undergraduate students of Industrial Engineering teams were given hands-on, collaborative projects conducted with two incubation centers, such as the Technology Incubator Center from the Agency for the Assessment and Application of Technology (AAAT) from the government of Indonesia and the Centre of Excellence for Electrical Energy Storage Technology (CEfEEST) from Sebelas Maret University (UNS), Indonesia. After completing the project, students will develop a final project which will become the basis for evaluating the implementation of PBL. The basis for the assessment uses a rubric designed through three sub-assessments: curriculum planning, report and presentation. This research uses the paired t-test method to see the average difference between the two groups of PBL in pairs and compare based on assessment results.

Implementing PBL between the two incubation centers (AAAT and CEfEEST) based on paired t-tests for each rubric assessment indicator showed most of them were significantly related. The assessment result gives the alternative to design the proposed PBL from AAAT, CEfEEST and a blended scenario for technopreneur education in the future.

The experiences and findings presented can help future PBLs provide technopreneur education based on comparing and evaluating learning outcomes in both incubation centers. Thus, it can produce a better PBL design to encourage the success of technology commercialization.

The assessment of PBL on students' knowledge in technopreneur education by utilizing the paired t-test method to compare the assessment results of the final projects with the designed assessment rubric. This evaluation serves as the basis for comparing the effectiveness of PBL implementation between AAAT and CEfEEST.

The study draws primarily on social identity theory and conceptualizes perceived brand localness (PBL) as a signal of in-group membership to local consumers and investigates how it affects consumer trust and purchase intentions for foreign brands in developing countries in Asia. In addition, the authors examine boundary conditions for these hypothesized PBL effects.

Using consumer survey data from three countries in Southeast Asia (the Philippines, Vietnam and Myanmar), the authors empirically validate the positive effects of PBL on consumer trust and purchase intentions for foreign brands in developing countries.

The findings support the social identity theory conceptualization of PBL for foreign brands, in which it can create identification-based trust (Tanis and Postmes, 2005) and active ownership through a process of self-stereotyping (van Veelen et al., 2015).

The findings suggest that social identity theory can be a promising theoretical framework for conceptualizing PBL and gaining a deeper insight into its mechanization and how it impacts consumers.

This paper defines and assesses student learning patterns under the influence of problem-based learning (PBL) and their classification into a reasonable minimum number of classes. Study utilizes PBL implemented in an undergraduate Statistics and Operations Research course for techno-management students at a private university in India.

Study employs an in situ experiment using a conceptual model based on learning theory. The participant's end-of-semester GPA is Performance Indicator. Integrating PBL with classroom teaching is unique instructional approach to this study. An unsupervised and supervised data mining approach to analyse PBL impact establishes research conclusions.

The administration of PBL results in improved learning patterns (above-average) for students with medium attendance. PBL, Gender, Math background, Board and discipline are contributing factors to students' performance in the decision tree. PBL benefits a student of any gender with lower attendance.

This study is limited to course students from one institute and does not consider external factors.

Researchers can apply learning patterns obtained in this paper highlighting PBL impact to study effect of every innovative pedagogical study. Classification of students based on learning behaviours can help facilitators plan remedial actions.

1. Clustering is used to extract student learning patterns considering dynamics of student performances over time. Then decision tree is utilized to elicit a simple process of classifying students. 2. Data mining approach overcomes limitations of statistical techniques to provide knowledge impact in presence of demographic characteristics and student attendance.