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Article
Publication date: 25 February 2014

Dinesh Kanigolla, Elizabeth A. Cudney, Steven M. Corns and V.A. Samaranayake

The aim of this research is to determine the importance and impact of project-based learning (PBL) on students' knowledge in Lean and Six Sigma courses where practical application…

Abstract

Purpose

The aim of this research is to determine the importance and impact of project-based learning (PBL) on students' knowledge in Lean and Six Sigma courses where practical application of theoretical knowledge is necessary.

Design/methodology/approach

Students teams were given hands-on collaborative projects conducted with local companies. After the completion of the project, a student evaluation survey was conducted and the responses were analysed in two different phases. The first phase consisted of collecting responses from the Lean and Six Sigma courses; observing the impact of the semester project on students' knowledge based on the response percentages. The second phase analyses the responses from both the Lean and Six Sigma courses, by performing a Fisher's exact test to examine how similar the students received knowledge from the use of the semester project.

Findings

Results showed that the inclusion of the semester project in the courses had a positive impact on the students' knowledge in learning course concepts and the students were able to apply theoretical knowledge in solving real-world problems. It is also observed that the response patterns are different in most of the aspects between both the courses.

Research limitations/implications

This research evaluates student learning with statistical tests and is limited only for classroom teaching techniques. Further, this research states that application-oriented courses should be accompanied by projects as it helps in better understanding the course deliverables for the students.

Originality/value

Research evaluating the impact of PBL on students' knowledge in Lean and Six Sigma courses does not currently exist. Statistical analysis of survey responses from both the Lean and Six Sigma courses was performed using a χ2 test of independence to examine how similar the students received knowledge from the use of the semester project.

Details

International Journal of Lean Six Sigma, vol. 5 no. 1
Type: Research Article
ISSN: 2040-4166

Keywords

Article
Publication date: 1 March 2001

Pieter Leroy, Saskia Ligthart, Herman van den Bosch and Saskia Ligthart

Since the end of 1996, teachers at the Faculty of Policy Sciences at Nijmegen University, The Netherlands, have been working on a new educational programme called “Political and…

Abstract

Since the end of 1996, teachers at the Faculty of Policy Sciences at Nijmegen University, The Netherlands, have been working on a new educational programme called “Political and Social Sciences of the Environment” (PSSE). In fact, the PSSE curriculum builds on the Environmental Policy Sciences curriculum that had existed since 1989, and which from 1998 onwards integrated the former programme (Social Sciences and Environmental Studies). The (re)designing of the PSSE curriculum has been inspired by innovative ideas in education, in which project training plays an important role. This paper discusses the educational background of the new curriculum, its main structure and the goals and functioning of project training therein. We relate our efforts to the goals of pursuing sustainability in higher education, and conclude by summarising the specific profile and features of the curriculum.

Details

International Journal of Sustainability in Higher Education, vol. 2 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 15 May 2007

Jordan G. Yee

The paper seeks to describe a collaborative matchmaking seminar that expands the role of academic librarians, and provides services with special benefit to first generation…

606

Abstract

Purpose

The paper seeks to describe a collaborative matchmaking seminar that expands the role of academic librarians, and provides services with special benefit to first generation college students.

Design/methodology/approach

The conditions and rationale for the service, as well as the design and delivery components, are described.

Findings

First generation college students are challenged by gaps in their heuristic knowledge of “how” a capstone senior semester project works. Librarians are ideally positioned to collaborate with faculty to meet the information needs of these students.

Practical implications

This case study documents a successful approach to enlarging the role of librarians in contributing to student success.

Originality/value

Recounts a number of unmet needs at a university with heavy attendance by first generation college students that presented librarians with an opportunity for a natural and logical expansion of their roles as partners with faculty in student achievement.

Details

Reference Services Review, vol. 35 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 1 June 2015

Sezin Tanrıöver, Zeynep Ceylanlı and Pınar Sunar

Architecture as a discipline has gone through a serious change since the post-war period and became a recognized profession focusing on human needs in the physical environments…

Abstract

Architecture as a discipline has gone through a serious change since the post-war period and became a recognized profession focusing on human needs in the physical environments. The issue of educating new practitioners for the transforming field has turned out to be the subject of a lively debate for the last 10-20 years.

The current position and approach in design studios of Department of Interior Architecture and Environmental Design of Bahçeşehir University, were thought to be worth putting forth and sharing with the design community to initiate a discussion for the future of the discipline in general. Consequently, this study was structured to present a paradigm in Interior Architecture Education by focusing on the case of Bahçeşehir University (BAU) Interior Architecture and Environmental Design Department design studio education. The four-year program consisting of eight academic semesters, is addressing the combination of two methods; namely, horizontally organized design studios (HODS), and vertically organized studio groups (VODS). Currently, this approach is subject to many discussions within the department due to many aspects. This approach was tested, evaluated and criticized through student and instructor comments collected via questionnaires. Results were collected and interpreted through three main issues of learning, teaching and assessment.

Study moving from general design studio education to the case of Department of Interior Architecture and Environmental Design of Bahçeşehir University, concludes with general comments, mentioning the lack of literature on design studio education, and the significance of sharing different approaches and applications. Lastly and specifically, the revisions following the completion of the experiment in the department was put forth. With reference to the case of BAU, initiating a discussion regarding current design studio education was intended.

Details

Open House International, vol. 40 no. 2
Type: Research Article
ISSN: 0168-2601

Keywords

Article
Publication date: 1 June 2015

Faas Moonen and Tom Veeger

Education in the Department of the Built Environment (Eindhoven University of Technology) aims to prepare students for multidisciplinary design teams. The Bachelor program offers…

Abstract

Education in the Department of the Built Environment (Eindhoven University of Technology) aims to prepare students for multidisciplinary design teams. The Bachelor program offers a broad range incorporating essentials of urbanism, architecture, structure, building physics, real estate, construction, services et cetera. This broad BSc program lays a foundation for students and is followed by a Master program that focuses on specialization. There are six specializations: Architecture, Urban Design & Planning, Structural Design, Building Physics & Services, Real Estate Management & Development and Construction Management & Engineering.

Multidisciplinary in the BSc is more than offering a variety of knowledge in courses and lectures. The Department also puts a lot of effort to train students to gain experiences in integral design teams. This takes shape in studios but is best expressed in the Multi-project (a semester assignment in the last year of the Bachelor). This assignment is organized by 9 coaches (from all specializations in the Master). The assessment is always a practice-based issue, and students have to cooperate as a design team during one semester. Developing the Multi-project has been a long route that took place over many years with several adjustments according to experiences and information gathered by student inquiries.

This paper gives a very global overview of the present setup to contextualize this assignment. After that, the main part of this paper focuses on the kickoff (first 2-3 weeks). Here students start in parallel studios, meant to put them on track for integral design. Each studio combines two disciplines and compels students to precede design by analyzing all kind of issues in the light of the specific assignment.

Because of the complexity of this assignment we frequently ask students to fill in an enquiry. Because of this we are now able to draw conclusions from major changes during the last 10-14 assignments (2007 – 2013).

Details

Open House International, vol. 40 no. 2
Type: Research Article
ISSN: 0168-2601

Keywords

Book part
Publication date: 12 August 2009

Claire Kamm Latham

The American Institute of Certified Public Accounts (AICPA) and the American Assembly of Collegiate Schools of Business (AACSB) encourage experiential learning as a component of…

Abstract

The American Institute of Certified Public Accounts (AICPA) and the American Assembly of Collegiate Schools of Business (AACSB) encourage experiential learning as a component of accounting and business curriculum. This chapter introduces a business partnership framework for experiential learning in accounting information systems, internal control, and auditing courses. Accounting students establish a partnership with a business client at the beginning of their accounting information systems and internal control study and continue the learning approach through the first auditing course. The framework brings real-world experience to accounting information systems, internal control, and auditing concepts. Accounting students learn to solve unstructured problems in complex realistic business settings, integrating technical and experienced-based knowledge. The project provides a structure for strengthening students’ personal competencies including developing successful team behavior and professional skills. The author has used the business-partnership model effectively for 15 years.

Details

Advances in Accounting Education
Type: Book
ISBN: 978-1-84855-882-3

Article
Publication date: 2 December 2019

Theres Konrad, Arnim Wiek and Matthias Barth

Advanced skills in communication, teamwork and stakeholder engagement are widely recognized as important success factors for advancing sustainability. While project-based learning…

1189

Abstract

Purpose

Advanced skills in communication, teamwork and stakeholder engagement are widely recognized as important success factors for advancing sustainability. While project-based learning formats claim to advance such skills, there is little empirical evidence that demonstrates how interpersonal competence is being developed. This study aims to describe and explains teaching and learning processes of project-based sustainability courses that contribute to the development of interpersonal competence as one of the key competencies in sustainability.

Design/methodology/approach

This study on an international project-based learning course adopted a multi-method case study approach, triangulating observations, semi-structured interviews and focus groups supported by Photovoice method through which students tracked their learning processes. Data collection and analysis followed a grounded theory approach.

Findings

Learning through and from conflicts within a learning community can foster competence development in teamwork, communication and stakeholder engagement. This study identified inner and outer conflicts (within individuals versus between individuals or groups) as potential drivers of learning processes, depending on strategies applied to address these conflicts.

Originality value

The value of this study is fourfold: it demonstrates how conflicts can be leveraged for students’ competence development; it provides in-depth empirical data from multiple perspectives, it discusses the findings in the context of teaching and learning theories, and it demonstrates an application of the Photovoice method to track and improve teaching and learning processes.

Details

International Journal of Sustainability in Higher Education, vol. 21 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Book part
Publication date: 4 December 2012

Dorte Madsen

Purpose — The chapter discusses the challenges of developing a three year bachelor's programme in information management. The argument focuses on creating a programme that (1…

Abstract

Purpose — The chapter discusses the challenges of developing a three year bachelor's programme in information management. The argument focuses on creating a programme that (1) facilitates cooperation with the business community, (2) represents a coherent whole that fosters student identity and (3) provides an explanatory framework for information management.

Design/methodology/approach — A model for curriculum development is presented which takes its starting point in the business community's perception of the graduates’ future practice. Interdisciplinary theory, and its continuum of integration from multidisciplinarity to interdisciplinarity to transdisciplinary is applied as the backbone of the programme structure, and its role in creating progression is discussed, together with the importance of problem-oriented work, and the interplay between problem-based and discipline-based elements of the programme. The information management programme distinguishes between ‘information management’ as an umbrella term for the whole programme and ‘information management’ in a more narrow and discipline-specific perspective rooted in information science.

Findings — It is shown how the programme elements (projects, internship, semester themes and courses) are combined so that each single element contributes to gradually build up a holistic view of information processes and practices in organisations. The underlying structure of the programme contributes to a coherent, theoretically based explanatory framework for information management.

Practical implications — The chapter describes benefits and challenges of interdisciplinary curriculum development and may be provide inspiration for curriculum developers.

Originality/value — Interdisciplinary theory may be useful to respond to the challenges of engaging several disciplines in the information management field. It is suggested that multidisciplinarity may be supplemented or replaced by more interdisciplinary approaches in the future.

Details

Library and Information Science Trends and Research: Europe
Type: Book
ISBN: 978-1-78052-714-7

Keywords

Article
Publication date: 27 February 2020

Renee M. Clark, Lisa M. Stabryla and Leanne M. Gilbertson

The purpose of this study was to assess particular student outcomes when design thinking was integrated into an environmental engineering course. The literature is increasingly…

Abstract

Purpose

The purpose of this study was to assess particular student outcomes when design thinking was integrated into an environmental engineering course. The literature is increasingly promoting design thinking for addressing societal and environmental sustainability engineering challenges. Design thinking is a human-centered approach that identifies needs upfront.

Design/methodology/approach

In an undergraduate engineering course, Design for the Environment, students have begun to obtain hands-on experience in applying design thinking to sustainability challenges. This case study investigates the association between the use of design thinking and student creativity with sustainability design solutions. Student perspectives on their own creativity and future sustainable design practices as a result of the course were also investigated.

Findings

The findings were favorable for design thinking, being associated with a significant difference and medium-to-large effect with regards to solution novelty. A qualitative analysis showed a positive association between design thinking and students’ perceptions of their creativity and future anticipated sustainability practices. Using a content analysis of reflective writings, students’ application of design thinking was assessed for comprehensiveness and correctness. A two-week introductory design-thinking module and significant use of in-class active learning were the course elements that most notably impacted students’ use of design thinking.

Practical implications

This case study preliminarily demonstrates that application of design thinking within an environmental engineering course may be associated with beneficial outcomes related to creativity and sustainability.

Originality/value

A review of the literature did not uncover studies of the use of design thinking for undergraduate socio-environmental challenges to promote creativity and sustainable-practices outcomes, although the literature has been calling for the marrying of these two areas.

Details

International Journal of Sustainability in Higher Education, vol. 21 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

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 acquaint

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.

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