This paper aims to investigate the challenge-based learning (CBL) approach from the perspective of challenges and challenge providers (CPs), that is, how to successfully collaborate with external CPs and design challenges that work well in university courses and events. We base this paper on three pillars: literature studies, our own experience teaching CBL in two courses, one at Linköping University and the other at Twente University and interviews with companies and organizations that have participated in the courses as challenge providers. Regarding the literature studies, we can conclude that the literature on CBL, in general, is extensive. However, it is rather scarce when it comes to studies on how to work with challenges and especially with external CPs in practice; hence, there have not been many theoretical contributions from which to draw. However, those found are in line with our own experience. Through the analysis, we have created a list of learnings that hopefully can benefit organizers of CBL courses and events in their work of creating great challenges.
Pages:
760-777
Affiliations:
Linköping University, Linköping, Sweden
University of Twente, Netherlands
University of Groningen, The Netherlands
Keywords:
Challenge-based learning
Experiential Learning
enhancement of teaching methods
challenge-based innovation
Entrepreneurship Education
challenge providers
open innovation
Sustainability
CDIO Standard 1
CDIO Standard 2
CDIO Standard 7
CDIO Standard 8
CDIO Standard 9
CDIO Standard 10
Year:
2022
Reference:
Apple (2008) Challenge-based learning – Take action and make difference. https://www.apple.com/ca/education/docs/Apple-ChallengedBasedLearning.pdf:
Bacigalupo, M., Kampylis, P., Punie, Y. and Van Den Brande, L. (2016) EntreComp: The Entrepreneurship Competence Framework. EUR 27939 EN. Luxembourg (Luxembourg): Publications Office of the European Union. JRC101581:
Bennett, N., & Lemoine, G. J. (2014). What a difference a word makes: Understanding threats to performance in a VUCA world. Business Horizons, 57(3), 311-317.:
Burke, W. W. (1985). Leaders: The strategies for taking charge, by Warren Bennis and Burt Nanus. New York: Harper & Row, 1985, 244 pp., $19.95. Human Resource Management, 24(4), 503–508.:
https://doi.org/10.1002/hrm.3930240409
BS 8001:2017 Framework for implementing the principles of the circular economy in organisations – guide (https://www.thenbs.com/PublicationIndex/documents/details?Pub=BSI&DocID=317511):
Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to student active learning in higher education. Teaching in Higher Education, 1-19.:
Ceschin, F., & Gaziulusoy, I. (2016). Evolution of design for sustainability: From product design to design for system innovations and transitions. Design Studies, 47, 118–163.:
https://doi.org/10.1016/j.destud.2016.09.002
Chesbrough, H. W. (2003). Open innovation: The new imperative for creating and profiting from technology. Harvard Business School Press.:
Chesbrough, H. W. (2011). Open innovation: The new imperative for creating and profiting from technology (Nachdr.). Harvard Business School Press.:
Crawley, E., Malmqvist, J., Ostlund, S., Brodeur, D., & Edstrom, K. (2007). Rethinking engineering education. The CDIO Approach, 302, 60-62.:
Coyne, R. (2005). Wicked problems revisited. Design studies, 26(1), 5-17.:
Dewey, J. (1938; 1963). Experience and education, The Kappa, Delta, Pi Lecture Series, Macmillan Publishing company: New York:
Eldebo, K., Lundvall, C., Norrman, C., and Larsson, M. How to Make Good Teachers Great in Challengebased Learning, 18th CDIO Conference june 13-15 2022, Reykjavik, Iceland.:
Enkel, E., & Sagmeister, V. (2020). External corporate venturing modes as new way to develop dynamic capabilities. Technovation, 96–97, 102128.:
https://doi.org/10.1016/j.technovation.2020.102128
European Commission (2015) Entrepreneurship Education: A road to success. Ref. Ares (2015)338751 - 28/01/2015:
Erkkilä, K. (2000). Entrepreneurial education: mapping the debates in the United States, the United Kingdom and Finland. Taylor & Francis.:
Fichter, K., Hurrelmann, K., Seela, A., Hjelm, O., Larsson, M., Sundberg, C., Wisdom, K. & Stel, F. (2020). S4S Report on evaluating leading approaches and tools in collaborative green venturing (Work Package 2). Oldenburg, Linköping and Zuidlaren:
Gallagher, S. E., & Savage, T. (2020). Challenge-based learning in higher education: an exploratory literature review. Teaching in Higher Education, 1-23.:
Gudonienė, D., Paulauskaitė-Tarasevičienė, A., Daunorienė, A., & Sukackė, V. (2021). A Case Study on Emerging Learning Pathways in SDG-Focused Engineering Studies through Applying CBL. Sustainability, 13(15), 8495.:
Gunnarsson, S. & Swartz, M. “Applying The Cdio Framework When Developing The Eciu University” Proceedings of the 17th International CDIO Conference, hosted online by Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23, 2021.:
Hauer, A., & Daniels, M. (2008). A Learning Theory Perspective on Running Open Ended Group Projects (OEGPs). Proc. Tenth Australasian Computing Education Conference (ACE2008), Wollongong, Australia, 78, 8.:
Hayano, D. M. 1979. Auto-ethnography: Paradigms, problems, and prospects. Human Organization, 38, 113-120.:
HEInnovate (2021, 01, 10) An initiative of the European Commission's DG Education and Culture in partnership with the OECD. https://heinnovate.eu:
Heikkinen, J., & Isomöttönen, V. (2015). Learning mechanisms in multidisciplinary teamwork with real customers and open-ended problems. European Journal of Engineering Education, 40(6), 653-670.:
Hero, L. M., & Lindfors, E. (2019). Students’ learning experience in a multidisciplinary innovation project. Education+ Training.:
Jones, J. N., Cope, J., & Kintz, A. (2016). Peering into the Future of Innovation Management: As the world changes, innovation professionals consider what the future holds for innovation and innovation management. Research-Technology Management, 59(4), 49–58.:
https://doi.org/10.1080/08956308.2016.1185344
Kans, M. (2016). What Should We Teach?: A Study of Stakeholders’ Preceptions on Curriculum Content. In 12th International CDIO Conference, Enhancing Innovation Competencies through advances in engineering education, Turku, Finland, June 12-16, 2016 (pp. 266-278). Turku University of Applied Sciences.:
Kohn Rådberg, K., Lundqvist, U., Malmqvist, J., & Hagvall Svensson, O. (2020). From CDIO to challenge-based learning experiences–expanding student learning as well as societal impact?. European Journal of Engineering Education, 45(1), 22-37.:
Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.:
Lackéus, M. (2020). Comparing the impact of three different experiential approaches to entrepreneurship in education. International Journal of Entrepreneurial Behavior & Research, 26(5), 937–971.:
Leijon, M., Gudmundsson, P., Staaf, P., & Christersson, C. (2021). Challenge based learning in higher education–A systematic literature review. Innovations in Education and Teaching International, 1-10.:
Leong, H., Singh, M. N., & Sale, D. (2016). Enhancing teaching skills: a professional development framework for lecturers. In The 12th International CDIO Conference (p. 760):
Lewin, K. 1946. Action Research and Minority Problems. Journal of Social Issues 2: 34-46.:
Lozano, R. (2011). Addressing Stakeholders and Better Contributing to Sustainability through Game Theory. Journal of Corporate Citizenship, 2011(43), 45–62.:
https://doi.org/10.9774/GLEAF.4700.2011.au.00004
Malmqvist, J., Rådberg, K., Lundqvist, U. (2015). From problem-based to challenge-based learning – motives, examples, outcomes and success factors. 2015 11th International CDIO Conference, Chengdu, China:
Membrillo-Hernández, J., Ramírez-Cadena, M. J., Martínez-Acosta, M., Cruz-Gómez, E., Muñoz-Díaz, E., & Elizalde, H. (2019). Challenge based learning: the importance of world-leading companies as training partners. International Journal on Interactive Design and Manufacturing (IJIDeM), 13(3), 1103- 1113.:
Norrman, C., Bienkowska, D., Moberg, M., & Frankelius, P. (2014, June). Innovative methods for entrepreneurship and leadership teaching in CDIO-based engineering education. In Proceedings of the 10th International CDIO Conference, Universitat Politècnica de Catalunya, Barcelona, Spain, June 16 (Vol. 19, p. 2014).:
Norrman, C., & Hjelm, O. (2017). CDIO-based entrepreneurship courses as drivers of innovation in industrial segments. In 13th International CDIO Conference, University of Calgary, Calgary, Canada, June 18-22, 2017 (pp. 288-297). University of Calgary.:
O’Neill, G., & McMahon, T. (2005). Student-centred learning: What does it mean for students and lecturers.:
Ouchterlony, U., A PROJECT FOR THE PROGRAMME OF INFORMATION TECHNOLOGY AT LINKÖPING UNIVERSITY, 2006, 2nd International CDIO conference, Linköping university, Sweden.:
Pérez-Sánchez, E. O., Chavarro-Miranda, F., & Riano-Cruz, J. D. (2020). Challenge-based learning: A ‘entrepreneurship-oriented’ teaching experience. Management in Education, 0892020620969868.:
Steffen, W., Richardson, K., Rockström, J., Cornell, S. E., Fetzer, I., Bennett, E. M., Biggs, R., Carpenter, S. R., de Vries, W., de Wit, C. A., Folke, C., Gerten, D., Heinke, J., Mace, G. M., Persson, L. M., Ramanathan, V., Reyers, B., & Sörlin, S. (2015). Planetary boundaries: Guiding human development on a changing planet. Science, 347(6223), 1259855.:
https://doi.org/10.1126/science.1259855
Teece, D. J. (2007). Explicating dynamic capabilities: The nature and microfoundations of (sustainable) enterprise performance. Strategic Management Journal, 28(13), 1319–1350.:
https://doi.org/10.1002/smj.640
Wheelan, S. A. (1999). Creating effective teams: A guide for members and leaders. Sage.:
World Commission on Environment and Development (Ed.). (1987). Our common future. Oxford University Press.:
on October 11, 2022 - 03:55 Maria Siiskonen
Conceive
Design
Implement
Operate
