Design of an authentic project-based learning course using project management approach

Abstract

ABSTRACT Using case studies, business simulations, seminars and lectures, and textbooks of relevance to the subject are helpful with learning and knowledge application. However, assisting students in the matter of practicing complex real-world projects management and solving actual problems are essential. Authentic project-based learning (APBL) is an active pedagogical approach that requires real clients, real users, and projects involving in the curriculum that demand real solutions provided by the learners. APBL has been shown to provide students with challenges that lead to greater motivation, higher levels of student performance, and retention rate across elementary, secondary, and postsecondary levels. Therefore, as a means of enhancing student interest and motivation and compensating for the absence of direct face-to-face contact imposed on higher education by the Covid 19 pandemic, a marketing course was redesigned using APBL pedagogy and Project Management Body of Knowledge® Guide Project Management Institute). This paper presents and introduces how the APBL course was designed, implemented, and delivered in the fall semester of 2020. This paper also elaborates how students applied integrated brand promotion (IBP) strategies and project management skills to promote and deliver a new ballet production to audiences. Several important learning outcomes were realised, including maximising students’ learning, increasing efficiency, and significantly minimising ‘student syndrome’ (procrastination). Future research and teaching opportunities with limitations of this project are provided at the end.