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Please note this is a comparison between Version 1 by Linda Veliverronena and Version 2 by Perry Fu.
Problem-based learning (PBL) is a student-centered instruction approach focused on skills development in problem-solving, interaction, autonomy, and critical thinking to learn and act to co-create new knowledge and solutions. Rarely, but authors sometimes identify the benefits of PBL for educators, for example, by allocating instructional time more flexibly for monitoring student performance and discussing issues. However, in the era where collaboration among universities and industries is emphasized, the authors pay little attention to contextualizing PBL in a broader context, such as bringing benefits for relationship management with the industry and alumni, promoting regional development, corporate and social responsibility, marketing of educational organizations, and talent development to create a mutual benefit-based ecosystem. Academic discussions about PBL planning and implementation also neglect the needs and motivation of industry stakeholders to get involved, thus narrowing not only the possibilities for cooperation between both parties but also negatively affecting student learning outcomes, which also directly depend on industry partners.
- problem-based learning
- university-industry cooperation
- stakeholders
- social science education
- higher education
This entry aims to identify the emphasis placed on collaboration with industry in academic discussions about PBL and the motivation of companies and other organizations outside the university to engage in PBL processes, as the quality of external stakeholders’ involvement affects learning outcomes. Consequently, less attention has been devoted to the pedagogical aspects of PBL as a learning method, which have already been widely discussed in the literature, but more to those related to collaboration with industry. The collaboration of public universities and other research institutions with industry is influenced not only by the organization’s activities (communication, previous collaboration experience, etc.) but also by external factors, including policy instruments. Therefore, there are limited opportunities to talk about PBL beyond teaching in a broad context, and this entry focuses on European Union countries, specifically Latvia [1][2][1,2]. This entry combines evidence-based literature studies with insights derived from empirical experience in the practical implementation of PBL in a higher education institution.
Problem-based learning (PBL) is a learner-centered method that focuses on solving authentic problems that lack a pre-defined solution, as many factors and variables are latent or ill-defined within the context. This method helps to catalyze self-directed knowledge development [3][4][3,4]. Communication and collaboration with others are a part of the PBL process [5]. PBL, according to Mainert et al. [6], belongs to the so-called 21st-century learning methods, which are characterized by the ability to collect information, make sense of diverse learning resources, and have strong collaboration. It can drive mutual contribution to the university (and community) and industry interaction via learning inside and outside the higher education organizations [7]. The definition of PBL varies widely due to differences in practice [8].
From a pedagogic perspective, PBL is positioned as a contrasting method to traditional teaching-learning methods, where educators adapt their instruction based on contextual limitations, such as standards, administrative frameworks, technology, and other factors. PBL requests that these instructional strategies be adapted to meet the unique needs of the problem environment, sometimes referred to as “theory to reality” [9][10][9,10].
The importance of problem-based learning in education is demonstrated by the fact that several peer-reviewed scientific journals have been established to share PBL case analysis and experience and research and develop this approach (e.g., Journal of Problem Based Learning in Higher Education (2014–onwards), Journal of Problem Based Learning (2014–2022) Interdisciplinary Journal of Problem Based Learning (2006–onwards)), and practitioners and researchers widely discuss this pedagogical approach in various educational fields in multiple aspects. According to Rosekranz [11], hospitality education has extended and integrated problem-based learning experience with proven beneficial effects on students’ learning outcomes. They are also willing to become highly invested in learning if their solution has the potential to be implemented and thus make a difference [12].
The roots of problem-based learning date back to 1969, when McMaster University, Hamilton, Ontario, introduced an innovative curriculum for medical students. In this curriculum, students worked on relevant biomedical or clinical problems in collaboration with peers, guided by a tutor [3]. McMaster University pioneered the problem-based learning (PBL) approach, but ideas leading to it had already been around for years in various educational institutions.
PBL as a pedagogical approach does not consistently achieve its goal. For example, Liu and Pásztor [13], by synthesizing 50 relevant empirical studies from 2000 to 2021, discovered that most studies demonstrated the overall positive effects of PBL on promoting critical thinking, while some were negative. Despite some criticism, since the establishment of the approach, problem-based learning has been recognized as one of the most influential curricular innovations in higher education, originating in medical education and expanding into the social sciences, architecture, humanities, law, business education, veterinary medicine, forestry, engineering, and mathematics [14][15][14,15].
Nowadays, problem-based learning continues to be adopted as a curricular approach in reaction to the issues surrounding traditional educational approaches [15]. It is also used in distance and online learning forms. PBL has also expanded into elementary, middle, high, and professional schools [16]. At the same time, integrating PBL into curricula can require more resources—financial, time, and effort—to design and implement compelling learning experiences under the restrained budgets of universities [17][18][17,18].
Previous studies cover several aspects of problem-based learning, illustrating strengths and challenges on both the conceptual and operational levels related to the design and delivery of this educational concept in hospitality management education.