This paper describes implementation of problem-based learning over a seven year period in at a graduate school of management in Thailand. The paper draws on qualitative and quantitative data including student feedback, student course evaluations and faculty interviews to assess the effectiveness of PBL implementation. The data describe perceptions of students and teachers towards the use of PBL and compare its use with classes using traditional instructional methods. Comparisons of course evaluation data collected from more than 500 PBL class sections indicate students responded favorably to the PBL curriculum. At the same time, PBL courses showed greater variation due to instructor turnover. Instructors who were comfortable with PBL became highly committed, while other dropped out over time.
|Publication status||Published - Apr 2009|