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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.

The integration of ESD is a complex problem. It calls for an innovative, student-centred curriculum, as well as professional learning and agency, by which university teachers feel empowered to change their practice and direct their peers and institutions towards ESD. This study aims to explore what university teachers consider to be the most important attitudes in supporting their agency to deliver Education for Sustainable Development (ESD) via a Problem Based Learning (PBL) programme.

This study presents a theoretical framework for professional agency comprising three domains: intrapersonal, action and environmental. A Q methodology is adopted to explore university teachers’ perceptions of the most important environmental factors in supporting their ability to deliver ESD via a problem-based learning (PBL) programme. Twenty-eight participants from six Southeast Asian universities took part in a PBL-based professional development programme designed to improve teachers’ ESD- and PBL-based skills and competencies.

The results indicate that the participants were confident in their ability to implement PBL and saw PBL as an approach suitable for addressing current educational, professional and societal challenges. This study offers a series of recommendations to help university teachers develop their ESD and PBL practices.

Although the literature on human agency is extensive, research surrounding teachers’ professional agency in the context of ESD and PBL in higher education is lacking. The present study addresses this gap by capturing individual teachers’ beliefs, perceptions and views and by using Q methodology to examine the subjectivity of study participants.

Higher education institutions (HEIs) have a great responsibility to put education for sustainable development at the centre of their work. Curricula should therefore start to incorporate the sustainable development goals (SDGs) and key competencies in sustainability, and research should be carried out to determine effective learning methods for this. This study aims to explore the usefulness of problem-based learning (PBL) approaches to train biomedical students in sustainability and to provide some recommendations for the design and implementation of new PBL-SDG scenarios.

Two PBL-SDG scenarios were designed, implemented and evaluated for 110 students of human biology degree. Learning outcomes and student perceptions of this approach were analysed through questionnaires, student productions, non-participant observation and focus groups.

The results show that the PBL-SDG scenarios effectively addressed several SDGs and sustainability competencies in a transversal, collaborative and innovative manner. According to student perceptions, the elements that contributed most to the development of these competencies were emotional involvement with the scenario, reflection on their own actions, freedom to approach the problem and tutors who empowered them with their proposals.

The PBL-SDG approach presented in this study is an example of a pedagogical strategy that can help HEIs educate their learners as key change agents. The findings of this study provide evidence for this important aspect and give guidelines and strategies to successfully designing and implementing such methodologies in biomedical education.

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.

The purpose of this paper is to assess the differences pertaining to the resources presently accessible for problem-based learning (PBL) among six colleges of Kwame Nkrumah University of Science and Technology (KNUST) in Ghana.

Data for the study are the cross-sectional type drawn from 1,020 students. Poisson and zero-inflated Poisson (ZIP) models were implemented on the data to ascertain the variations regarding the extent of resources available for PBL across the colleges of the university.

The study outlines the specific resources accessible for PBL across college levels of KNUST. On aggregate, 25.7 per cent reported that their respective colleges have sufficient resources, while 74.3 per cent indicated otherwise. The ZIP model exhibited superiority over the Poisson model, when compared under a Vuong test. As per the ZIP model, none of the colleges appeared to differ significantly in terms of having sufficient resource for PBL.

Findings are applicable to informed decision-making which targets achieving quality education through the use of PBL. Access to sufficient resources that meet the needs of colleges or departments of a University is emphasized.

The application of Poisson and ZIP models to aggregated count data in a PBL setting is novel.

The purpose of this paper is to examine the effectiveness of problem‐based learning (PBL) in higher education based on a large sample of first‐year undergraduates from two programmes at a Hong Kong University (n=132). One programme uses an entirely problem‐based approach to learning, whilst the other uses traditional methods.

Using the Learning and Study Strategies Inventory (LASSI) as a measure of metacognition, differences in metacognitive development are explored between each group of students between the beginning and end of their first 15 months in each programme.

Despite significantly weaker entry scores on the LASSI, the mean final scores, taken after 15 months and three semesters of study in the different curriculum environments demonstrate dramatic improvements in metacognition for the PBL group. In addition, analysis of student learning experience measured at the end of the programme revealed that the PBL group reported significantly higher scores in their overall course satisfaction and generic skills development.

The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem‐based curricula provide fertile environments for the development of metacognition and enhancement of the learning experience. The implications of PBL environments on fostering constructivist learning and enhancing student experience are discussed.

This research is original in its use of the LASSI inventory as a pre‐ and post‐measure of metacognitive development in undergraduates. This is an online questionnaire administered to two groups of students following similar programmes except one is problem based and the other more traditional, and the results are strikingly significant.

The purpose of this paper is to summarize previously reported benefits, drawbacks and important aspects for implementation of performance-based logistics (PBL), and to identify knowledge gaps.

This is a literature review based on 101 articles. The reviewed articles are relevant to PBL in particular, but also to performance contracting, product-service systems (PSS) and servitization in general. The research method involved database searches, filtering results and reviewing publications.

PBL is a business concept that aims to reduce the customer's total costs for capital-intensive products and increase the supplier's profit. The design of the contract, performance measurements and payment models are important aspects for successful implementation. However, the authors find a reason for concern to be the lack of empirical evidence of the profitability of PBL for the customer and the supplier.

This literature review of PBL also includes publications from the related research areas: performance contracting, PSS and servitization. Developing PBL can benefit from results in these research areas.

The aim of the paper is to investigate problem‐based learning (PBL) as a viable approach in leadership development. It identifies several key factors, strategies and possible outcomes associated with this new approach to training.

Reflective inquiry through storytelling was employed as a research tool to gather rich qualitative data from two PBL trainers and 18 senior management personnel in a Singapore engineering firm. In‐depth interviewing was conducted four months after a structured three‐day leadership training using PBL.

Through a content analysis, three important factors have been identified as contributing to the meaningfulness of leaders' learning process: problem definition; open communication; and utilization of resources. Also, appropriate handholding is required to facilitate participants' deeper understanding of PBL even after the training session.

The study has led to new theoretical perspectives of cognitive and behavioral learning. For instance, PBL has increased participants' capacity and propensity to learn through the interplay of adaptive and generative learning. Further, the dynamics of learning hinge on the notion of single‐ and double‐loop learning where acting (investigation), thinking (reflection) and learning (knowledge sharing) intersect.

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.

PBL is traditionally an educational tool, but its wider application manifested in leadership training offers an original perspective in human resource development. Of value is the attempt to quantity qualitative data, yielding considerable clarity in the way complex information is managed.