Problem-based learning, graduates' competencies and career success.

Autor/in	Patria, Bhina
Titel	Problem-based learning, graduates' competencies and career success. Gefälligkeitsübersetzung: Problembasiertes Lernen, Absolventenkompetenz und Karriereerfolg.
Quelle	Aus: Kehm, Barbara M. (Hrsg.); Teichler, Ulrich (Hrsg.): Higher education studies in a global environment. Vol. 1. Kassel: Jenior (2012) S. 135-143Verfügbarkeit
Reihe	Werkstattberichte. 74
Beigaben	Tabellen 1
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-934377-97-4
Schlagwörter	Erfolg; Misserfolg; Sozialisation; Asien; Beruf; Erfolg; Japan; Sozialisation; Berufliche Integration; Ostasien; Misserfolg; Hochschulbildung; Qualifikationsanforderung; Absolvent; Fachwissen; Europäische Union; Fachwissen; Soziale Kompetenz; Beruf; Berufliche Integration; Beruflicher Aufstieg; Qualifikationsanforderung; Berufliches Selbstverständnis; Hochschulbildung; Europäische Union; Absolvent; Asien; Japan; Ostasien
Abstract	"During his MAHE studies, the author became interested in the approach of problem-based learning (PBL) and its effectiveness in preparing students for employment. Using the existing data set of a major international graduate survey (CHEERS) about the relationships between higher education and employment, he analyzed the responses of altogether 3,476 graduates in the field of medicine from ten European countries and from Japan. The original questionnaire had included a question to what extent project- and problem-based learning was emphasized in their higher education Institution. It had also asked the respondents to rate their competencies at time of graduation based on altogether 36 indicators. The author used factor analysis to measure career success according to subjective/ intrinsic and objective/extrinsic dimensions and related it to the experiences of problem-based learning during studies. The analysis is able to demonstrate that problem-based learning prepares students better for the world of work and that students with experiences in problem-based learning have more work or employment related competences than students who experienced traditional learning and teaching styles. The author concludes that PBL requires a student-centred atmosphere in the classroom in order to enhance students' learning outcomes. Such a development would certainly fulfill one of the pressing demands of study reforms initiated in the context of the European Bologna Process." (excerpt).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2014/1