Project-based learning in Australian & New Zealand universities: current practice and challenges

Miao, G; Ranaraja, I; Grundy, S; Brown, N; Belkina, M; Goldfinch, T

Project-based learning in Australian & New Zealand universities: current practice and challenges

Miao, G

Ranaraja, I Grundy, S Brown, N Belkina, M Goldfinch, T

Permalink

Publisher:: Taylor & Francis
Publication Type:: Journal Article
Citation:: Australasian Journal of Engineering Education, 2024, 29, (2), pp. 102-114
Issue Date:: 2024-01-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (1.81 MB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Miao, G https://orcid.org/0000-0001-6912-0391
dc.contributor.author	Ranaraja, I
dc.contributor.author	Grundy, S
dc.contributor.author	Brown, N
dc.contributor.author	Belkina, M
dc.contributor.author	Goldfinch, T
dc.date.accessioned	2025-02-13T04:00:43Z
dc.date.available	2025-02-13T04:00:43Z
dc.date.issued	2024-01-01
dc.identifier.citation	Australasian Journal of Engineering Education, 2024, 29, (2), pp. 102-114
dc.identifier.issn	2205-4952
dc.identifier.issn	1325-4340
dc.identifier.uri	http://hdl.handle.net/10453/185096
dc.description.abstract	Project-based learning is a key approach to better preparing students for professional engineering practice. An overview of current practice within Australia & New Zealand is needed to better support academics and their Learning and Teaching leadership in improving their practice. This paper benchmarks current project-based learning practice in Australian & New Zealand universities to identify how project-based learning is currently being delivered as well as challenges associated with project-based learning. Key considerations noted in our research include a variety in the reasons and subsequent designs for project-based learning, workload concerns for unit coordinators, a need to better support authentic project-based learning experiences, as well as a need to manage expectations around student satisfaction. These findings highlight key concerns associated with current practice and provide data for academics and their Learning and Teaching leadership to understand and take steps to ameliorate the challenges of project-based learning.
dc.language	en
dc.publisher	Taylor & Francis
dc.relation.ispartof	Australasian Journal of Engineering Education
dc.relation.isbasedon	10.1080/22054952.2024.2358576
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Project-based learning in Australian & New Zealand universities: current practice and challenges
dc.type	Journal Article
utslib.citation.volume	29
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated	2025-02-13T04:00:41Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	29
utslib.citation.issue	2

Abstract:

Project-based learning is a key approach to better preparing students for professional engineering practice. An overview of current practice within Australia & New Zealand is needed to better support academics and their Learning and Teaching leadership in improving their practice. This paper benchmarks current project-based learning practice in Australian & New Zealand universities to identify how project-based learning is currently being delivered as well as challenges associated with project-based learning. Key considerations noted in our research include a variety in the reasons and subsequent designs for project-based learning, workload concerns for unit coordinators, a need to better support authentic project-based learning experiences, as well as a need to manage expectations around student satisfaction. These findings highlight key concerns associated with current practice and provide data for academics and their Learning and Teaching leadership to understand and take steps to ameliorate the challenges of project-based learning.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/185096