Resumen de Wicked problems and project-based learning: Value-in-use approach

Ryszard Kłeczek, Monika Hajdas, Sylwia Wrona

• Goal This paper contributes to the knowledge about the project-based learning (PBL) aimed at solving “wicked” problems, performed in a collaborative education-enterprise learning environment.

  Results We have identified one pattern in the analysed data: the more the teaching process is focused (by content, time and participants) on the task to be solved, the greater the effects.

  Method The critical incident technique (CIT) has been used to generate data. Unit of analysis is the real process of interactions between students, faculty members, business-partners and project organizers during the work in progress on business originated project challenges.

  Managerial implications We suggest changes in PBL project structure aimed at solving wicked problems: introducing more diverse and smaller projects instead of one big project challenge, teaching students how to manage information complexity and dynamic project requirements, allowing students to participate in the selection and organization of students’ teams.

  Limitations The research is focused on: (1) students' point of view and (2) learning of problem formulation in the design thinking process.

  Originality/value The contribution is the identified pattern: the more the teaching process is focused (by content, time and participants) on the task to be solved, the greater the effects