Applying the Kanban Method in Problem-Based Project Work: A Case Study in A Manufacturing Engineering Bachelor's Programme at Aalborg University Copenhagen

Autor/inn/en	Balve, Patrick; Krüger, Volker; Tolstrup Sørensen, Lene
Titel	Applying the Kanban Method in Problem-Based Project Work: A Case Study in A Manufacturing Engineering Bachelor's Programme at Aalborg University Copenhagen
Quelle	In: European Journal of Engineering Education, 42 (2017) 6, S.1512-1530 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2017.1350143
Schlagwörter	Problem Based Learning; Student Projects; Teaching Methods; Foreign Countries; Active Learning; Educational Principles; Case Studies; Science Education; Teamwork; Undergraduate Students; Self Motivation; Manufacturing; Engineering Education; Questionnaires; Student Attitudes; Interviews; Denmark + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Aktives Lernen; Bildungsprinzip; Case study; Fallstudie; Case Study; Naturwissenschaftliche Bildung; Herstellung; Ingenieurausbildung; Fragebogen; Schülerverhalten; Interviewing; Interviewtechnik; Dänemark
Abstract	Problem-based learning (PBL) has proven to be highly effective for educating students in an active and self-motivated manner in various disciplines. Student projects carried out following PBL principles are very dynamic and carry a high level of uncertainty, both conditions under which agile project management approaches are assumed to be highly supportive. The paper describes an empirical case study carried out at Aalborg University Copenhagen involving students from two different semesters of a Bachelor of Science programme. While executing the study, compelling examples of how PBL and the agile project management method Kanban blend could be identified. A final survey reveals that applying Kanban produces noticeable improvements with respect to creating, assigning and coordinating project tasks. Other improvements were found in group communication, knowledge about the work progress with regards to both the individual and the collective and the students' way of continuously improving their own teamwork. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01