Evaluation and improvements regarding the implementation of Project-Based Learning within the Innovative Development program

Abstract

This research evaluates how Project-Based Learning (PBL) is implemented in the Innovative Development program that is taught at The Hague University of Applied Sciences. This paper offers insights about the way students and instructors experience PBL within this program, and how the implementation can be improved according to previous research in this field. By studying relevant literature, a list of important (organizational and didactical) factors regarding the implementation of PBL is created. Questionnaires investigating these factors are then circulated among the instructors and students of the program. The results of the questionnaires are analyzed against guidelines provided in the literature. Based on this comparison, recommendations for the improvement of the PBL approach within the program are provided. The analysis shows that the program offers meaningful projects, and the students are properly prepared to collaborate. Nevertheless, the analysis also shows that the program still has room for improvement. The assessment methods are still unrefined, the students experience time-pressure while working on their projects, and the instructors can benefit from additional training to be better prepared for teaching in a PBL environment. Fortunately, the instructors indicate willingness to learn new PBL specific teaching skills.