Project-based learning in Australian & New Zealand universities: sustainability and scalability

Abstract

ABSTRACT Project-based learning promotes the development of graduates who will be prepared for future professional engineering practice. Whilst there is much literature on project-based learning, the long-term viability of project-based learning within the Australian & New Zealand context needs further exploration. There is a need to better understand the sustainability and scalability of project-based learning within a context where class sizes can extend to over 800 students. This paper draws on interview data with current project-based learning unit coordinators and industry collaborators to identify (un)sustainable and (un)scalable practice, as well as consider how current practice can move towards sustainable and scalable practice. Key support mechanisms include: resourcing; workload allocations; the freedom to design project units as required; co-coordination models; and a shared understanding of how to interpret student feedback. These findings highlight the support mechanisms required for successful delivery of project-based learning, and provide guidance for academics and their Learning and Teaching leadership on how best to sustain and grow project-based learning in Australia & New Zealand.