This document discusses issues and challenges in implementing problem-based learning (PBL) and its implications for management education. It outlines the rationale for PBL, including preparing students for changing workplace demands. PBL was piloted at a university to address shortcomings in existing education models. The pilot revealed both benefits, such as improved problem-solving skills, and challenges, such as difficulty of some problems. Recommendations include providing more facilitator support and guidance, integrating PBL across disciplines, and giving students a defined role in the process. Ongoing efforts focus on training facilitators and clarifying student responsibilities to fully realize the benefits of PBL.

1. ISSUES AND CHALLENGES IN
IMPLEMENTING PBL:
IMPLICATIONS FOR MANAGEMENT
EDUCATION
By:
PM Dr Sopia Md Yassin
Director, NCDRC
Sultan Idris Education University

2. Rationale of PBL
• Are our students ready for
the demands of our
changing economy and
workplace?

3. Rationale of PBL
• Are our students information and technology literate?
• Are our students flexible and adaptable?
• Are our students innovative?
• Are our students effective communicators?

4. Rationale of PBL
• Are our students critical
thinkers and problem
solvers?
• Are our students globally
aware?
• Are our students good
collaborators?
• Are our students self-
directed?

5. The Change:
The Changing World
We are preparing our students
for jobs that don't exist, using
technologies that have not
been invented, to solve
problems that we haven't even
considered yet.
Richard Riley (1999)

6. The Change:
The Changing Nature Of Students
Change in environment has a
knock-on effect on the ways
learners think, behave and
learn.
(OECD, 2009)

7. The Change:
The Changing Nature of Teaching
and Learning
• Student centered learning
• Cognitive processes
• Learning skills

8. The Change:
The Changing Understanding of
Learning
• Neuroscience of learning

9. The Change:
The Changing Scene in Higher
Education
• cuts in public funding
• greater proportion in higher
education
• teaching-friendly
environment
• growing criticism

10. Goals of Professional Education
“ Education in the professions
should prepare students for
action.”
Charles Gragg, 1940
Harvard Business School

11. PBL
An education process that
requires the learner to go
through the same activities
during learning that are valued
in the real world…
The intent is to challenge the
learner with problems found
in practice both as a stimulus
for learning and focus for
organizing what has been
learned for later recall and
application to future work.
Howard Barrows (2000)

12. PBL : Change in Starting Point
Change in Roles
Existing PBL
Problem Learn new
Content knowledge
Problem
Facilitator
Lecturer Student Solver

13. EXISTING PBL MODELS
(118 courses at 103 institutions across 35 countries)
QuickTime™ and a
decompressor
are needed to see this picture.
Linkoping University
Roskilde University

14. Where & How Are PBL Practiced?

15. Faculty Decision Making: Intensive
Training
• 4th -6th SEPTEMBER 2006
• Temasek Polytechnic
• 14 lecturers from Faculty of
Science and Technology
• First exposure

16. Formation of PBL Pilot Team
• 1st November 2006
• 14 members
• Objectives
 Implement PBL in FST,
UPSI
 In-house training
 Research

17. In-house Training
• 11th and 12th December
2006
• Trained 25 FST lecturers
• Plan and develop teaching
and learning curriculum
based on PBL for science
and mathematics
• Followed the Temasek
Polytechnic Model

18. Pilot Test

19. Outcomes of The Pilot Test
(Students’ Responses)
• solve daily life problem,
better understanding of
subject matter
What did • student-centred
you enjoy • positive argument
• creative thinking
most • confident, independent,
about the improve self-esteem
• build communication skill and
PBL teamwork
sessions? • encourage to develop inquiry
• gain a lot of knowledge,
share and exchange
information

20. Outcomes of The Pilot Test
(Students’ Responses)
 more challenging problem
scenario and real situation
 implement in more courses,
options for students to choose
own topic related to the subject
 shorter period for a problem vs
How could
more time these
 experiences needed before
giving the actual problem sessions be
 integrated interdisciplinary improved?
approach in a problem scenario
 rubrics are given earlier
 more facilitators for large
groups

21. Outcomes of The Pilot Test
(Lecturers’ Responses)

22. Issues And Challenges

23. Recommendations for Implementing
PBL in Other Institutions

24. Ongoing Initiatives

25. Ongoing Initiatives

26. Role and Support for Students

27. Role and Support for Facilitators

28. Hallinger (2006)

29. THANK YOU