The Impact of Problem-Based Learning on Transferable Skills Development: Students’ Perceptions in a Management Undergraduate Capstone Course

Abstract

Attention to transferable skills development is growing on the higher education agenda. Problem-based learning (PBL) is also increasingly used in higher education for its promising potential to, among others, promote transferable skills, including problem-solving, critical thinking and teamwork skills. However, few studies have methodically measured this relationship. In this study, structural equation modelling is used to examine the contribution of certain aspects of PBL implementation to its effectiveness, measured through students’ perceptions of satisfaction and skill development. Results show that skill development is predicted by interaction with the tutor and with the host company, and defining teamwork rules. Satisfaction is predicted by skill development as well as factors relating to assessment, defining rules and understanding how organizations work. Conclusions and recommendations are drawn.

Keywords: problem-based learning, transferable skills, management education, students’ perceptions