Project-based learning: Panacea for change or old wine in new bottles?

  • D. Scholtz Cape Peninsula University of Technology
  • M. Bester Cape Peninsula University of Technology

Abstract

One of the key characteristics of vocational higher education is the incorporation of work-integrated learning (WIL) where students draw on theoretical principles to deal with workplace dynamics and solve problems within workplace contexts. While workplace-based learning (WPBL) was the default modality for diploma qualifications at this institution, a curriculum revision process revealed a shift from workplace-based learning to project-based learning (PJBL). This study explored the reasons for the shift to PJBL as the preferred WIL modality in four diploma qualifications. Curriculum Officers were interviewed to establish the rationale for shifting to PJBL as well as how PJBL would be structured as pedagogy for learning in and outside the workplace. The interview data were subjected to content analysis to extract themes based on the core questions of the interview protocol. Curriculum documents were analysed to determine whether interview data were validated with documented evidence. The second generation of activity theory components provided a theoretical lens for data analysis and discussion.  The findings showed that the prevailing view was that PJBL would provide an improved and more effective learning experience, but attention to detail as to how PJBL would be operationalized were scant. Although PJBL holds the promise of positive change, the absence of project details might scupper any envisaged successes. Since this shift towards PJBL is groundbreaking given the legacy of WPBL in diploma qualifications at universities of technology, this study will provide insights into the merits of current and future WIL practices for diploma qualifications.

Author Biographies

D. Scholtz, Cape Peninsula University of Technology
Teaching and Learning Co-ordinator, Faculty of Business and Managment Sciences.
M. Bester, Cape Peninsula University of Technology

 

Curriculum Development Unit, Fundani Centre for Higher Education Development

References

Avis, J. 2007. Engeström’s version of activity theory: a conservative praxis? Journal of Education and Work 20(3): 161 -177.

Bakhurst, D. 2009. Reflections on activity theory. Educational Review 61 (2): 197-210.

Bester, M. 2016. South African Technology Network (SATN) integrated learning audit project. Report commissioned by the

South African Technology Network (SATN) on work-integrated learning audit project. Pretoria: SATN.

Billett, S. 2002. Workplace pedagogic practices: Co-participation and learning. British Journal of Educational Studies 50(4): 457-481.

Billett, S. 2009. Realising the educational worth of integrating work experiences in higher education. Studies in Higher Education 34(7): 827-843.

Cooke, L.A., D. Naidoo, and K. Sattar. 2010. External regulation and the universities of technology. In ed R. Townsend, Universities of Technology - Deepening the Debate, 145-163. Pretoria: Council in Higher Education.

Cooper, L., J. Orrell, and M. Bowden. 2010. Work integrated Learning. A guide to effective practice. Oxon: Routledge.

Council on Higher Education. 2007. The Higher Education Qualifications Framework. Pretoria: Council on Higher Education.

Council on Higher Education, Department of Education and South African Qualifications Authority. 2008. Joint communiqué on the implementation of the Higher Education Qualifications Framework. Pretoria: CHE, DoE and SAQA.

Council on Higher Education. 2011. Work-Integrated Learning: Good Practice Guide. HE Monitor No. 12. Pretoria: Council on Higher Education.

Council on Higher Education. 2013. The Higher Education Qualifications Sub-framework. Pretoria: Council on Higher Education.

David, J.L. 2008. What research says about project-based learning. Educational Leadership/February 80-82.

Engeström, Y. 1996. Perspectives on activity theory, Cambridge University Press, Cambridge

Engeström, Y. 1999. Activity theory and individual and social transformation. In ed Y.Engeström, R. Miettinen, and R-L.

Punamäki, Perspectives on Activity Theory 19-38. Cambridge: Cambridge University Press.

Engeström, Y. 2001. Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work 14(1): 133–156.

Engeström, Y. 2000. Activity theory as a framework for analysing and redesigning work. Ergonomics 43(7): 960–974.

Fuller, A., L. Unwin, A. Felstead, N. Jewson and K. Kakavelis. 2007. Creating and using knowledge: an analysis of the differentiated nature of workplace learning environments. British Educational Research Journal 33(5): 745-759.

Fung, D. 2017. A connected curriculum for higher education. London: UCL Press.

Garraway, J. 2011. University and Work: Curriculum enquiry from an activity theory perspective. In Curriculum Enquiry in Higher Education, ed E. Bitzer and N. Botha, 195-212. Stellenbosch: SUN Press.

Powell, P. 2007. Arguments for implementing project-based learning. The Journal of

Independent Learning and Teaching (2): 13-21.

Konkola, R., T Tuomi-Gröhn, P. Lambert and S. Ludvigsen. 2007. Promoting Learning and transfer between school and the workplace. Journal of Education and Work 20(3): 211-228.

Kumar, M. 2006. Constructivist epistemology in action. The Journal of Educational Thought 40(3): 247-261.

Le Maistre, C and A. Paré. 2004. Learning in two communities: the challenge for universities and workplaces. Journal of Workplace Learning 16(1/2): 44-52.

Russell, D. 2002. Looking beyond the interface: Activity theory and distributed learning. In Distributed learning: Social and cultural approaches to practice, ed M. Lea and K. Nicoll, 64-82. London/New York: Routledge Falmer and the Open University.

South African Qualifications Authority. 2012. Level descriptors for the South African Qualifications Framework. Pretoria: SAQA.

Tynjälä, P. 2008. Perspectives into learning at the workplace. Educational Research Review (3): 130–154.

Walsh, A. 2007. An exploration of Biggs’ constructive alignment in the context of work-based learning. Assessment & Evaluation in Higher Education 32(1): 79 – 87.

Vande Wiele, P., Morris, D., Ribièra, V. and Ermine, J-L. 2017. Project-based learning for professional identity: A case study of collaborative industry projects in Marketing. The Independent Journal of Teaching and Learning 12(2): 44-63.

Published
2018-12-03
How to Cite
Scholtz, D., and M. Bester. 2018. “Project-Based Learning: Panacea for Change or Old Wine in New Bottles?”. South African Journal of Higher Education 32 (6), 177-96. https://doi.org/10.20853/32-6-2967.