Academic Staff’s Motivation, Outcomes and Challenges in a Pedagogical Training Programme of PBL

PBL (Project-based/Problem-based Learning), as a core method of student-centred learning, has become a widespread teaching and learning methodology in higher education during the past 30 years because of its effectiveness in improving students’ academic knowledge, teamwork skills, communication skills and leadership. However, the educational reform using PBL methods is a long-term task and also a challenge for engineering staff. In order to improve the PBL
implementation, it is important to provide PBL pedagogical training opportunities for engineering staff. Taking an international pedagogical training programme as a case, this study illustrates academic staff’s learning motivation,
experience, outcomes and challenges in a pedagogical PBL training programme. Suggestions are proposed to optimise the design of pedagogical training programmes for engineering staff professional development to promote effective
curriculum change processes.