A Problem-based Approach for Management Education: Preparing by Philip Hallinger

By Philip Hallinger

This e-book describes using problem-based studying (PBL) in administration schooling. The authors draw upon their adventure in utilizing PBL in a large array of administration education schemes on the Bachelor, grasp, Doctoral and govt degrees, in North American and in Asia. The publication explores how PBL could make wisdom approximately administration in the neighborhood suitable, and clarifies how PBL can allow scholars to use their wisdom to genuine problems.

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1. Students in PBL programs finished their programs more quickly and at a higher rate, enjoyed their education more, and adopted a meaningoriented rather than a memorization approach to their studies. 2. Students using PBL in their studies tended to perform better than students in conventional programs on measures of problem solving PHILIP HALLINGER & EDWIN M. BRIDGES 40 3. proficiency and clinical competence, but the performance differences were small. 24 Most of the early comparative studies of PBL used tests of student recall of facts and theories.

Self-directed learning also entails the development of attitudes that reflect an openness to change, knowledge-seeking, and passion about one’s life and work. Content Domain specific knowledge in a PBL curriculum is organized around high-impact problems of professional practice. PBL adherents follow this maxim: first the problem, then the content. Problems are used as the stimulus for leaning new content instead of the context for applying previously learned material. A major criterion guides the selection of domain relevant content.

Finally, the instructor uses a variety of strategies to stimulate student motivation. Some of the motivational strategies employed in PBL are discussed later in this section. To maintain students’ expectations of success, the PBL instructor underscores how the curriculum has been designed to promote success. Projects have been PBL: A PROMISING APPROACH TO MANAGEMENT EDUCATION 29 chosen and sequenced in such a way that students will acquire the basic skills they will need to succeed in this instructional environment.

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