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Design Thinking as a Strategy to Inculcate Problem-Based Learning (PBL) in Undergraduate Education Across South Asian Universities

Acharya, S and Bhatt, AN and Chakrabarti, A and Delhi, VSK and Diehl, JC and Mota, N and Jurelionis, A and Subra, R (2021) Design Thinking as a Strategy to Inculcate Problem-Based Learning (PBL) in Undergraduate Education Across South Asian Universities. In: 8th International Conference on Research into Design, ICoRD 2021, 7-10 Jan 2021, pp. 547-559.

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Official URL: https://doi.org/10.1007/978-981-16-0119-4_44


The Bologna declaration states that, �successful learning and studying in higher education should involve students in deep learning�. However, a survey of faculty across institutes in Nepal and Bhutan highlights that the undergraduate students in engineering and management lack skills needed to be industry-ready. They face difficulty in getting employed after graduation and if placed, then struggle during their employment due to insufficient practical experience, lack of good communication skills and unawareness of broader socio-economic contexts. The Erasmus + funded project, �Strengthening Problem-based learning in South Asian Universities� (PBL South Asia) is an endeavour to address these pressing concerns in education quality, employability and overall sustainable development of the region and to imbibe deep learning capabilities. Therefore, as an empirical study to clarify and in turn, inculcate PBL in South Asian undergraduate education, the young faculty of the inexperienced institutes from Nepal and Bhutan, alongside the students from the experienced institutes from India and Europe, were mentored by faculty and researchers from the latter to undertake multidisciplinary case studies. The strategy of �design thinking� was employed to methodologically guide the cases and keep it consistently problem-based, i.e. the learning is driven by the problem with no one correct solution. Results showed that the participants reflected improvement in problem-solving skills and increased motivation, apart from enhanced collaboration and improved communication ability. Based on these findings, further development of curricula to imbibe PBL in its existing courses and guidelines to train the trainers for implementation of the same, are currently in progress. © 2021, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Item Type: Conference Paper
Publication: Smart Innovation, Systems and Technologies
Publisher: Springer Science and Business Media Deutschland GmbH
Additional Information: The copyright for this article belongs to Springer Science and Business Media Deutschland GmbH
Department/Centre: Division of Mechanical Sciences > Centre for Product Design & Manufacturing
Date Deposited: 05 Aug 2021 11:33
Last Modified: 10 Aug 2021 09:08
URI: http://eprints.iisc.ac.in/id/eprint/69074

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