Progression of student self-assessed learning outcomes in systemic PBL

Abstract

Problem- and project-based learning (PBL) has been seen as one of the pedagogical models to bridge the knowledge gab between education and work. This article reports a study of students’ preparedness from a systemic PBL university to enter work life. Theoretically, a conceptual understanding of a systemic PBL is presented including four elements: 1) knowledge and problem modes, 2) variation in problem and project approaches, 3) an interlinked full-scale curriculum, and 4) focus on PBL competences and employability skills. A longitudinal study for a national cohort of Danish engineering education students from the first-year programme until graduation and into their first job is presented. A comparison of a systemic PBL university with a reference group is presented. The findings show that students at the systemic PBL university compared to the reference universities report a higher level of preparedness in terms of generic and contextual competences but self-assess themselves as less prepared considering more domain-specific competences related to natural science.