Summary
Contents
Subject index
The scholarship of management teaching and learning has established itself as a field in its own right, and this benchmark Handbook is the first to provide an account of the discipline. Original chapters from leading international academics identify the key issues and map out where the discipline is going. Each chapter provides a comprehensive and critical overview of the given topic area, highlights current debate, and reviews the emerging research agenda.
Problem-Based and Project-Based Learning Approaches: Applying Knowledge to Authentic Situations
Problem-Based and Project-Based Learning Approaches: Applying Knowledge to Authentic Situations
Abstract
This chapter focuses upon applications of problem-based and project-based learning approaches to management education (course credit, undergraduate and post graduate degree credit programs, and intervention activities). The chapter opens by first presenting the intellectual origins of these two approaches. Learning theory influences include experiential learning (e.g., Barrows and Tamblyn, 1976; Schmidt, 1983; Kolb, 1984), adult learning (Mezirow, 1991), action learning (Revans, 1982), pragmatic learning (Dewey, 1933), action research (Lewin, 1946), action science (Argyris and Schon, 1974; 1978), and constructivist learning perspectives (Savery and Duffy, 1995; Perotti et al., 1998). The chapter provides examples of how management education has been impacted by the use of problem-based and ...
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