Dealing with Complex and Ill-Structured Problems: Results of a Plan-Do-Check-Act Experiment in a Business Engineering Semester

Autor/inn/en	Riis, Jens Ove; Achenbach, Marlies; Israelsen, Poul; Kyvsgaard Hansen, Poul; Johansen, John; Deuse, Jochen
Titel	Dealing with Complex and Ill-Structured Problems: Results of a Plan-Do-Check-Act Experiment in a Business Engineering Semester
Quelle	In: European Journal of Engineering Education, 42 (2017) 4, S.396-412 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2016.1189881
Schlagwörter	Engineering Education; Statistical Analysis; Problem Based Learning; Teaching Methods; Business Administration Education; Educational Improvement; Global Approach; Interpersonal Competence; Communication Skills; Learning Processes; Program Descriptions; Entrepreneurship; Student Attitudes; College Students; Foreign Countries; Reflection; Experiential Learning; Denmark + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Statistische Analyse; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Globales Denken; Interpersonale Kompetenz; Kommunikationsstil; Learning process; Lernprozess; Unternehmungsgeist; Schülerverhalten; Collegestudent; Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Dänemark
Abstract	Challenged by increased globalisation and fast technological development, we carried out an experiment in the third semester of a global business engineering programme aimed at identifying conditions for training students in dealing with complex and ill-structured problems of forming a new business. As this includes a fuzzy front end, learning cannot be measured in traditional, quantitative terms; therefore, we have explored the use of reflection to convert tacit knowledge to explicit knowledge. The experiment adopted a Plan-Do-Check-Act approach and concluded with developing a plan for new learning initiatives in the subsequent year's semester. The findings conclude that (1) problem-based learning develops more competencies than ordinarily measured at the examination, especially, the social/communication and personal competencies are developed; (2) students are capable of dealing with a complex and ambiguous problem, if properly guided. Four conditions were identified; (3) most students are not conscious of their learning, but are able to reflect if properly encouraged; and (4) improving engineering education should be considered as an organisational learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01