Project-Based Learning as a Contributing Factor to Graduates' Work Readiness

Autor/inn/en	Jollands, Margaret; Jolly, Lesley; Molyneaux, Tom
Titel	Project-Based Learning as a Contributing Factor to Graduates' Work Readiness
Quelle	In: European Journal of Engineering Education, 37 (2012) 2, S.143-154 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2012.665848
Schlagwörter	Student Projects; Problem Based Learning; Graduates; Active Learning; Job Skills; Learning Experience; Communication Skills; Ethics; Skill Development; Teaching Methods; Engineering Education; Graduate Study; Interviews; Student Attitudes; Graduate Students; Outcomes of Education; Science Education; College Science; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Schulprojekt; Problem-based learning; Problemorientiertes Lernen; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Aktives Lernen; Produktive Fertigkeit; Lernerfahrung; Kommunikationsstil; Ethik; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Ingenieurausbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Interviewing; Interviewtechnik; Schülerverhalten; Graduate Study; Student; Students; Studentin; Lernleistung; Schulerfolg; Naturwissenschaftliche Bildung; Ausland; Großbritannien
Abstract	This paper explores what work readiness means for two cohorts of graduate engineers, one from a traditional curriculum, the second from a largely project-based curriculum. Professional bodies and employers have defined a set of attributes for engineering graduates so that graduates will be "work ready". Problem-based learning (PBL) is claimed to be a suitable approach to develop such skills. The graduates were interviewed some months after starting work, along with their managers. All the graduates recognised the benefits of taking PBL subjects as well as vacation work, with success in communication attributed more to PBL. Both cohorts had similar learning outcomes, high skill levels in project management, problem solving, communication skills, research and sustainability. A skills gap in ethics was identified for both cohorts of graduates and their managers. Further work is planned to link skill development with undergraduate learning experience. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10