Describes leadership that concerns driving forces, vision, and processes that fuel change and transformation in an organization ( Kotter, 1995 )
Published in Chapter:
Project-Based Learning (PBL) in a Higher Education Project: Introduction of an Accelerated PBL (A-PBL) Model
Victor S. Sohmen (Drexel University, Philidelphia, USA)
Copyright: © 2020
|Pages: 33
DOI: 10.4018/978-1-7998-1306-4.ch005
Abstract
A Senior Design course in an urban Engineering Technology (ET) program was examined to propose an Accelerated Project-Based Learning (A-PBL) model, guided by three research questions: (1) What is the extent to which Self-directed Learning (SDL) skills were applied by final-year ET students using PBL, as determined quantitatively through the Self-directed Learning Readiness Scale (SDLRS-A®)?; (2) How are Self-directed Learning (SDL) skills, Project Management (PM) efficiencies, and Change Leadership (CL) effectiveness applied in implementing ET capstone projects?; and, (3) What are the best practices to accelerate PBL by employing SDL skills, PM efficiencies, and CL effectiveness? This mixed-methodology research resulted in an accelerated PBL model geared to significant time, cost, and quality efficiencies in rapidly evolving, technological environments for optimal outcomes in 21st century higher education. The study concluded that this A-PBL model could also minimize the employment gap, fuel self-motivation, enable skill-building, and instill a deep commitment to lifelong learning.