Problem and Project Based Learning in Sustainability Enterprise Management: Exploration of Student Cognitive and Affective Skills
| aut.embargo | No | en_NZ |
| aut.thirdpc.contains | No | en_NZ |
| aut.thirdpc.permission | No | en_NZ |
| aut.thirdpc.removed | No | en_NZ |
| dc.contributor.advisor | Lips-Wiersma, Marjolein | |
| dc.contributor.author | Soebagio, Vidayana | |
| dc.date.accessioned | 2016-11-24T23:20:37Z | |
| dc.date.available | 2016-11-24T23:20:37Z | |
| dc.date.copyright | 2016 | |
| dc.date.created | 2016 | |
| dc.date.issued | 2016 | |
| dc.date.updated | 2016-11-24T02:35:35Z | |
| dc.description.abstract | The purpose of this study was to conduct an evaluation of learning outcome from a sustainability course implementing problem and project based method. This study was addressing the effectiveness of problem and project based learning for sustainability in generating affective and cognitive outcome. A case study has been chosen as research methodology. By interviewing four students, two project guides and a tutor data were collected. Student?s reflections documents were triangulated with interviews data to obtain a better result. Through the data analysis result, there is interesting evidence showing that problem and project based learning is an effective pedagogy that could improve students attitude and motivation toward sustainability as well developing students? competency in sustainability management. Student interaction and discussion during learning process contribute to student behavior and skills development. Meanwhile factor such as skills or personality could provide negative and positive influence toward learning outcome. When group has diverse skill, it contribute to positive learning outcome, however if skill gaps exist in the group it will demotivated students. Real-world project, tutor and external stakeholder contribute significantly for student attitude, motivation and skills development. By doing the real-world project under external stakeholder assistance, student gained higher motivation to learn and to know more about sustainability issues. Moreover student also able to develop practical skills which is not possible to acquire under the traditional teaching method in the class. Tutor role and program designed is very crucial in determining student attitude, motivation and skills in problem and project based learning method. Tutor scaffolding strategy and tutor personality are proven contribute to student attitude, motivation and sustainability skills development. | en_NZ |
| dc.identifier.uri | https://hdl.handle.net/10292/10215 | |
| dc.language.iso | en | en_NZ |
| dc.publisher | Auckland University of Technology | |
| dc.rights.accessrights | OpenAccess | |
| dc.subject | Sustainability competency | en_NZ |
| dc.subject | Problem and project based learning | en_NZ |
| dc.subject | Cognitive | en_NZ |
| dc.subject | Affective | en_NZ |
| dc.subject | Student attitude and motivation | en_NZ |
| dc.title | Problem and Project Based Learning in Sustainability Enterprise Management: Exploration of Student Cognitive and Affective Skills | en_NZ |
| dc.type | Dissertation | |
| thesis.degree.grantor | Auckland University of Technology | |
| thesis.degree.level | Masters Dissertations | |
| thesis.degree.name | Master of Business | en_NZ |