Recommended prerequisite for participation in the module

Content, progress and pedagogy of the module

The aim of the project is to support participants in developing competences to manage complex and unpredictable educational change processes at institutional level, within the context of engineering and science education.

Learning objectives

Knowledge

• Present and argue for the relevance of different theories of change management in analysing the particular educational change processes

Skills

• Combine theories of change management to an analytical framework, which is aligned with the intentions indicated in the problem design
• Analyse pedagogical development policies and strategies of a specific institution, with the aim of identifying potentials and barriers for change to PBL
• Illustrate how pedagogical practices can impact institutional policies and strategies
• Discuss the dynamic relationship between top-down and bottom-up initiatives for educational change
• Communicate project work results and processes of the project in a scientific way, both in writing and orally

Competences

• Develop a strategy and action plan for institutional change to PBL in a self-chosen and specific institution
• Evaluate the potential of transferring experiences from the case to educational institutions in general
• Reflect on own learning process and development of teaching competences during the MPBL, and document this in an updated teaching portfolio

Type of instruction

In semester 4 the Master project is the only study activity. In this problem based project the participants will plan and design a change strategy and action plan for a higher education institution changing to PBL. The action plan should be detailed, identifying stages in the implementation process, including evaluation procedures and methods. The action plan should be comprehensive including considerations regarding educational practice as well as management at different levels. 

In this semester, the participants have an opportunity to go in depth with a specific area of interest. It is also possible to perform interdisciplinary studies e.g. by joining a group with members with different academic backgrounds. Participants may choose to focus on a single case study or include several case studies, in order to compare how implementation of similar PBL activities turn out in different contexts.

The results of the project work should be documented in a project report. The project can be carried out individually or in teams of up to 3 participants. The project work processes should be documented in a process analysis.

The Master’s thesis should include a summary in the mother tongue if not English. The summary should be at least 1 and at most 2 pages (not included in the possible fixed minimum and maximum number of pages per student). The summary is included in the overall evaluation of the project.

The teaching format is an individual or a group project, including self-study, online study group work, project facilitation and possibly thematic online sessions, adapted to the needs of participants.

Exam

Exams