Search results

1 – 10 of over 125000
Book part
Publication date: 2 August 2022

Amar Kanekar

Online learning continues to grow year after year and majority of the growth is seen in public institutions of higher education. The purpose of this book chapter is to

Abstract

Online learning continues to grow year after year and majority of the growth is seen in public institutions of higher education. The purpose of this book chapter is to acquaint the readers to group-based learning in an online environment as an innovative practice for engaged learning. Diverse facets of group-based learning are discussed such as role of instructors, role of learners, challenges of group-based learning and finally role of social media in designing such group-based learning projects. A comprehensive prototype application of a group-based learning project walks the readers through applying group-based learning in their respective courses at the undergraduate and/or graduate level. Finally some instructor designed rubrics for assessing group-based learning are shared for effective assessment of a group-based learning project.

Article
Publication date: 10 October 2018

Isabel Prieto-Pastor, Víctor Martín-Pérez and Natalia Martín-Cruz

This paper aims to examine how the different dimensions of project members’ intra-organizational social capital – cognitive, affective and relational – facilitate…

1180

Abstract

Purpose

This paper aims to examine how the different dimensions of project members’ intra-organizational social capital – cognitive, affective and relational – facilitate knowledge integration in project-based organizations, and how knowledge integration, in turn, impacts explorative and exploitative learning.

Design/methodology/approach

Based on an analysis of 129 R&D Spanish organizations, the study analyzes the interconnections between the different dimensions of social capital and how they affect to knowledge integration as antecedent of explorative and exploitative learning in project-based organizations.

Findings

Results confirm that knowledge integration is beneficial for both exploratory and exploitive learning and thus that R&D organizations may be thus ambidextrous in their knowledge management. Related to the three dimensions of social capital, only the cognitive dimension (shared vision) has a significant impact on knowledge integration. However, the analysis confirms the interconnections between the three dimensions of social capital: the relational dimension (social interaction ties) and the cognitive dimension (shared vision) have significant effect on the relational one (trust), and the relational dimension also has an influence on the cognitive dimension. The model proposed in this study thus shows an acceptable capacity to discern the different influence of the dimensions of internal social capital on knowledge integration and, subsequently, ambidextrous learning.

Originality/value

This paper examines the importance of intra-organizational social capital, in terms of their cognitive (shared vision), relational (trust) and structural (social interaction ties) dimensions, for explorative and exploitative learning in project-based organizations. The analysis takes the baton of previous literature where is suggested that the three dimensions of social capital are interlocked and not just need to be considered simultaneously.

Details

Journal of Knowledge Management, vol. 22 no. 8
Type: Research Article
ISSN: 1367-3270

Keywords

Article
Publication date: 5 April 2011

Heli Aramo‐Immonen, Kaj U. Koskinen and Pasi L. Porkka

The purpose of this paper is to examine the significance of formal training in projectbased companies.

1170

Abstract

Purpose

The purpose of this paper is to examine the significance of formal training in projectbased companies.

Design/methodology/approach

First the discussion deals with the concepts of learning, the learning environment, and the motivation to learn in a way in which special focus is on the project team members' motivation to learn. The hypothesis, “People working for projectbased companies are not interested in formal training” is tested by an empirical study, which was conducted on ten Finnish marine and offshore industry companies. Altogether, 54 project team members and project managers attended the multiple‐case study.

Findings

According to the results of the study, formal training is not seen as a necessity among the people working for projectbased companies. This seems to mean that nowadays formal training does not play a significant role in the development of projectbased companies. Further, the people do not necessarily have time to reflect because they are being bombarded by urgent problems and pressing deadlines. A lack of time and a feeling of heavy work load seem to be a normal practise.

Originality/value

Based upon the paper's findings, further research is suggested that would be focussed first on designing integrated learning environments in projectbased companies' processes, and/or second on the training methods utilized, interaction between trainers and project people, and relevancy and efficiency of formal training offered by training organizations to the projectbased companies.

Details

International Journal of Managing Projects in Business, vol. 4 no. 2
Type: Research Article
ISSN: 1753-8378

Keywords

Article
Publication date: 19 April 2013

John Fitzsimons and Rebecca Turner

Projectbased learning has been used in a number of disciplines to provide undergraduate students with the opportunity to simulate professional activities and apply theory…

338

Abstract

Purpose

Projectbased learning has been used in a number of disciplines to provide undergraduate students with the opportunity to simulate professional activities and apply theory to practice. It has been identified as an effective way to develop a range of transferable skills required by employers. This article aims to report a novel application of projectbased learning, which provided students with an opportunity to work on an international collaboration, facilitated by videoconferencing and Web 2.0.

Design/methodology/approach

Drawing on a number of data sources, this article examines the contribution that projectbased learning made to the development of key skills which employers within the media industry expect graduates to possess.

Findings

Conclusions suggest how projectbased learning can be used more widely to develop a range of employability skills. The international context and the use of new technologies were also seen by students to be important aspects of the project. Students offered some original insights into how these may enhance projectbased learning.

Originality/value

This study deals with a novel application of projectbased learning, which gave students an opportunity to work on an international collaboration, facilitated by videoconferencing and Web 2.0. Students offered some original insights into how the international context and the use of new technologies may enhance projectbased learning.

Details

Journal of Applied Research in Higher Education, vol. 5 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 11 January 2022

Charnnarong Saikaew

The purpose of this study is to develop a practical method for training students how to conduct statistical analysis and do a course project in design of experiments…

112

Abstract

Purpose

The purpose of this study is to develop a practical method for training students how to conduct statistical analysis and do a course project in design of experiments (DOEs) course through the Web-based virtual catapult simulation.

Design/methodology/approach

A step-by-step sequential DOE process for investigating the effects of controllable factors on quality characteristic responses was presented as a guideline for conducting a DOE course project. Each team was assigned to create an innovative teaching material and work on the term report by following the recommended guidelines for designing experiments through the Web-based virtual catapult simulation. Hypothesis was defined to test whether doing a course project based on this approach would impact students’ learning outcome.

Findings

The Web-based virtual material was an alternative technique for interactive teaching that could improve students’ understanding and achievement in DOE course projects. There was a significant difference in student learning and understanding before and after doing on the course project through the Web-based virtual catapult simulation. The students had improved communication and teamwork skills after following the recommended procedure for practicing DOEs.

Practical implications

Most students could effectively conduct designing experiments, carry out designed experiments, analyze data and gain valuable teamwork experience. After learning the DOE approach based on the catapult simulation, they enjoyed working on their course projects deploying to the innovative toys and other real-life situations with real measurements.

Originality/value

The use of Web-based virtual material, including catapult simulation, was an alternative technique for interactive DOE teaching to improve the students’ understanding and achievement in DOE course projects.

Details

International Journal of Lean Six Sigma, vol. 13 no. 5
Type: Research Article
ISSN: 2040-4166

Keywords

Article
Publication date: 25 November 2013

Anna Marie Johnson, Claudene Sproles and Robert Detmering

– The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

8729

Abstract

Purpose

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Design/methodology/approach

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Findings

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 41 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 8 January 2021

Theres Konrad, Arnim Wiek and Matthias Barth

For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed…

Abstract

Purpose

For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal competence. There is growing evidence that project-based sustainability courses facilitate interpersonal competence development. However, research so far has focused on single case studies and on assessing learning outcomes. The purpose of this study is to deepen the understanding of how graduate students learn interpersonal competence in project-based sustainability courses.

Design/methodology/approach

This study adopts a multi-case study approach triangulating observations, semi-structured interviews and focus groups supported by Photovoice method. A comparison of three project-based sustainability courses in graduate programs at universities in the USA, Germany, Switzerland and Spain is conducted to gain generalizable insights on how interpersonal competence can be developed through project-based sustainability courses.

Findings

Receiving inputs, experiencing, reflecting and experimenting are four learning processes supportive of interpersonal competence development. Interpersonal attitudes seem to be mostly learned through a combination of experiencing and reflecting, followed by experimenting; not surprisingly, interpersonal knowledge is mostly developed through a combination of receiving inputs, experiencing and (collective) reflection; and interpersonal skills seem to be mostly learned through a combination of receiving inputs and experimenting, or, more directly, experiencing and experimenting.

Practical implications

These findings support the unique learning opportunities offered through project-based sustainability courses and can help instructors to better facilitate students’ development of interpersonal competence.

Originality/value

The value of this study is three-fold: (i) it provides a comprehensive picture of interpersonal competence, including attitudes, knowledge, and skills; (ii) it spells out specific teaching and learning processes; and (iii) it links these to specific interpersonal competence facets and components.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 16 June 2020

Rakesh Belwal, Shweta Belwal, Azlinor Binti Sufian and Amal Al Badi

Project-Based Learning (PBL) is an innovative approach to learning that employs a multitude of strategies critical for success in the twenty-first century. It exposes…

1214

Abstract

Purpose

Project-Based Learning (PBL) is an innovative approach to learning that employs a multitude of strategies critical for success in the twenty-first century. It exposes students to the real world, opens an extended inquiry process, and boosts their communication skills and interdisciplinary learning. However, the extant literature on PBL places more emphasis on learning through internal rather than external projects. Industrial collaboration projects build partnerships and provide opportunities to work on real problems, often seeking multidisciplinary approaches. This study explores and suggests the benefits that students derived from their participation in an external research and consultancy project at a University in Oman.

Design/methodology/approach

The study follows a qualitative analysis approach founded on an exploratory research design. In-depth interviews were conducted with ten research assistants, two research coordinators, and two project leaders involved in the project. The data from the interview were subjected to the thematic inductive qualitative analysis using Atlas.ti 8 software.

Findings

The results of the study revealed that students derived some direct academic benefits, mainly in the area of conducting research. The major learning happened mostly in non-academic areas, for they learned many things necessary for success in real-life work situations. The students benefited largely on behavioural skills and abilities such as communication, self-confidence, English language skills, planning, thinking, and time management skills. Altogether, project-based learning offered them a different skillset beyond what they usually acquire in the conventional teaching and learning environment.

Practical implications

The outcomes of this research support the development of curriculum design and instructional pedagogy in higher education in a specific context, concluding that PBL has much to do with the practical aspects of learning and employability. The finding suggests that by engaging in PBL, students can develop certain skills that cannot be acquired in a conventional teaching environment. PBL enables self-learning and prepares students to deal with different situations and challenges on the ground while inculcating professionalism to act in real-life situations. This study advocates the introduction of some PBL based courses in the curriculum to nurture a balanced set of skills and abilities among business students.

Social implications

The research outcomes support Oman’s Vision 2040 and one of its strategies for capacity building that aims to adopt innovative methods for individual/collective development of students, as well as for their life-long learning.

Originality/value

Project-based learning described in this study provides a pedagogical way to connect university education to a real-life situation. These results offer promising prospects for infusing outdoor multidisciplinary projects in the course curriculum. This work bears significant value for educators in designing curriculum and facilitating projects, particularly in environments where students exhibit weaknesses or inhibitions to receive the knowledge, appropriately, from the conventional mode of teaching.

Details

Education + Training, vol. 63 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 7 April 2015

Rolf Medina and Alicia Medina

Knowledge-intensive organizations tend to be project intensive having many projects of different size and importance. In this context, competence evolves through projects

1750

Abstract

Purpose

Knowledge-intensive organizations tend to be project intensive having many projects of different size and importance. In this context, competence evolves through projects. The purpose of this paper is to identify the mechanisms that steers competence management in these kinds of organizations and also the factors that are involved in the human capital contribution to competitive advantage in relation to the interaction between parent organizations and projects.

Design/methodology/approach

This study has a contingency theory perspective and consists of a literature search in the following domains: project-intensive organizations, knowledge-intensive organizations, competence management, human resource management and dynamic capabilities and learning.

Findings

The main contribution of this study is the theoretical framework derived from different domains. The framework is called the competence loop and explains how projects generate competence that the parent organization can either exploit in further activities or use for strategy adjustment. It also explains how an organization can use learning strategies to support competence exploration/exploitation. Another contribution is the description of the relationship between dynamic capabilities and organizational learning in project-intensive organizations.

Research limitations/implications

This paper is a conceptual paper intended to create a base for further empirical studies.

Originality/value

The paper combines different domains to define a framework that is a new approach to competence management in a project-parent organizational context. The framework includes learning and competence management characteristics and has both theoretical and practical value.

Details

International Journal of Managing Projects in Business, vol. 8 no. 2
Type: Research Article
ISSN: 1753-8378

Keywords

Book part
Publication date: 8 August 2022

Cynthia M. Montaudon-Tomas, Anna Amsler and Ingrid N. Pinto-López

This chapter analyzes the way in which challenge-based learning (CBL) is conceptualized and used in a private university in Puebla, Mexico, to promote social innovation…

Abstract

This chapter analyzes the way in which challenge-based learning (CBL) is conceptualized and used in a private university in Puebla, Mexico, to promote social innovation. The university has recently changed its educational model, incorporating more integrative teaching and learning methodologies. The university has considered the 2030 Sustainable Development Goals (SDGs), especially the first goal to end poverty and the 10th regarding reducing inequality. These goals are relevant because the university is located in the state of Puebla, which has ranked fifth in the country (out of 32) in terms of poverty, especially in rural areas, where 58% of the population is living in poverty or extreme poverty conditions (CONEVAL, 2018). An example of a successful CBL project will be presented, showing how students have worked with their professors, community experts, and other stakeholders. In 2020, the university was recognized by the Times Higher Education World University Ranking as the number one university in Mexico to fight poverty based on the United Nations SDGs because of its CBL activities and social projects. Through these projects, students, administrators, and professors put into practice and develop different skills such as teamwork, analysis, facing new realities, innovating to design solutions to the problems in their environment, and beyond.

Details

The Emerald Handbook of Challenge Based Learning
Type: Book
ISBN: 978-1-80117-491-6

Keywords

1 – 10 of over 125000