Academic and Educational Transformation Projects: The Role Team-Based Learning in Polymathics (RTBLP)

Introduction

In the context of secondary cycle teaching and learning. This chapter is based on the author’s transformation framework and its related works, like: The Business Transformation Project’s Holistic Agile Management (Trad, & Kalpić, 2022c); 2) The selection and training framework for transformation projects; an educational view (Trad, & Kalpić, 2014b); 3) Educational Transformation Project's Remote Group Work (ETPRGW) (Trad, & Kalpić, 2023a); 4) The transformation framework-The role security in the global education system (Trad, 2021a); 5) The business transformation enterprise architecture framework for innovation: The role of artificial intelligence in the global business education (RAIGBE) (Trad, 2021b); 6) Business Transformation Projects: The Role of Psychology-Based Resistance (RPbR) (Trad, 2023b); 7) The Societal and Educational Transformation Projects: The Evolution of the Lebanese Diverse Education (ELDES) (Trad, 2023c); 8) The selection and training framework for managers in business innovation and transformation projects: The Profile and Education of a Business Transformation Manager - An enterprise architecture approach (Trad, & Kalpić, 2014c) and others.

This work has a multi-dimensional approach to RDPs and transformation projects, because it has: 1) An adapted research concept; 2) Shows how to build an in-house transformation framework; 3) Uses an organizational methodological approach that is based Enterprise Architecture (EA); and 4) Polymathic and Interdisciplinary Group Work (PIGW) (Trad, & Kalpić, 2023a). The PIGW uses the Team-Based Learning’s (TBL) as its fundament; and the TBL can be used to support a corresponding Polymathic curriculum that can transform educational outcomes. The TBL and RTBLP use integrated: Critical Success Areas (CSA), Critical Success Factors (CSF), Key Performance Indicators (KPI), An authentic research and transformation framework, and An integrated heuristics based Decision Making System (DMS). TBL supports all ATP4SC’s activities, and uses existing teaching standards, methodologies, local technics, and also LCSAS practices. The RTBLP focuses on the complex linking of academic and educational fields, like economics, financial engineering, business engineering (BE), information and communication systems (ICS), project management (PM), and other relevant fields, to deliver an adequate PICC.

This chapter is intended for educators, students, researchers, and can also be used by enterprises’ human resources to select their future managers or specialists to work in the context of complex transformations and innovations projects; especially when educators want to develop a PICC. The proposed educational concept and PICC are independent of the educational cycle; but where the secondary cycle can be determinant in the sense of: 1) Proactively finding students with Holistic/Polymathic and diversity capabilities and characteristics; 2) Enforcements in PICC related studies and projects, which can be continued in higher education; 3) Support, subsidise, and encourage such rare characteristics; 4) Blends PICC that interconnects existing topics; 5) Define the educators’ profile and background; 6) Define core topics and project; 7) Promote ethical values; 8) Working in coordinated PIGWs; and 9) Identify which (multi)cultural communities have such predispositions, which can be promoted (Trad, 2022a). Educational institutions can embrace RTBLP by supporting collaborative environments, accepted classroom management techniques, and supporting interactive technologies.