Wicked problems and project-based learning: Value-in-use approach
Ryszard Kłeczek , Monika Hajdas , Sylwia Wrona
AbstractGoal:This paper contributes to the knowledge about the project-based learning (PBL) aimed atsolving “wicked” problems, performed in a collaborative education-enterprise learning en-vironment.Results:We have identified one pattern in the analysed data: the more the teaching process isfocused (by content, time and participants) on the task to be solved, the greater the effects.Method:The critical incident technique (CIT) has been used to generate data. Unit of analysis isthe real process of interactions between students, faculty members, business-partners and projectorganizers during the work in progress on business originated project challenges.Managerial implications:We suggest changes in PBL project structure aimed at solving wickedproblems: introducing more diverse and smaller projects instead of one big project challenge,teaching students how to manage information complexity and dynamic project requirements,allowing students to participate in the selection and organization of students’ teams.Limitations:The research is focused on: (1) students' point of view and (2) learning of problemformulation in the design thinking process.Originality/value:The contribution is the identified pattern: the more the teaching process isfocused (by content, time and participants) on the task to be solved, the greater the effects.
|Journal series||International Journal of Management Education, ISSN 1472-8117, e-ISSN 2352-3565, (N/A 70 pkt)|
|Publication size in sheets||0.5|
|Keywords in English||Project-based learning, Wicked problems, Critical incident technique, Process of actors' interactions, Metaphor of value-in-use|
|Score||= 70.0, 26-11-2019, ArticleFromJournal|
|Publication indicators||= 0; : 2018 = 1.186|
|Citation count*||1 (2020-08-09)|
* presented citation count is obtained through Internet information analysis and it is close to the number calculated by the Publish or Perish system.