Implementing problem-based learning in higher education in Asia: Challenges, strategies, and effects

Philip HALLINGER, Jiafang LU

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11 Citations (Scopus)

Abstract

During the past 30 years academic leaders have advocated for the adoption of ‘pedagogies of engagement’ in the hopes of increasing student involvement and retention, as well as learning outcomes in higher education. More recently, universities in Asia have joined this movement, despite barriers arising from cultural norms and teaching traditions that reify knowledge and reinforce status differentiation between teachers and students. This paper explores the implementation of problem-based learning (PBL), one pedagogy of engagement, in higher education in Asia. The research presents a longitudinal, mixed-methods case study of PBL implementation at a graduate school of business in Thailand. The data, collected over a 7-year period, suggest that implementation of a PBL track in the college’s management curriculum was successful when judged on a variety of faculty and student indicators. Although the generalizability of case study findings are inherently limited, the statistical analyses suggest that PBL can positively impact instructional effectiveness in an East Asian context known for its reliance on traditional approaches to teaching and learning. Copyright © 2011 Association for Teritary Education Management and the L H Martin Institute for Higher Education Leadership and Management.
Original languageEnglish
Pages (from-to)267-285
JournalJournal of Higher Education Policy and Management
Volume33
Issue number3
DOIs
Publication statusPublished - Jun 2011

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education
management
student
school graduate
Teaching
Thailand
leadership
leader
curriculum
university
teacher

Citation

Hallinger, P., & Lu, J. (2011). Implementing problem-based learning in higher education in Asia: Challenges, strategies, and effects. Journal of Higher Education Policy and Management, 33(3) 267-285.