Process competencies in a problem and project based learning environment

Future engineers are not only required to master technological competencies concerning solving problems, producing and innovating technology, they are also expected to have capabilities of cooperation, communication, and project management in diverse social context, which are referred to as process competencies. Consequently, engineering education is facing challenges regarding how to facilitate students with scientific-technological competencies as well as process competencies. Problem based learning (PBL) as an educational model is regarded as an effective example regarding preparing students with the expected professional competencies. Based on the educational practice of PBL Aalborg Model, which is characterized by problem-orientation, project-organization and team work, this paper examines the process of developing process competencies through studying engineering in a PBL environment from the learners’ perspective. Empirical evidence of this paper is partly drawn on previous work on the development of process competencies and partly on the fieldwork of a Ph.D. study. The analysis of the empirical data lead to the discussion in the following aspects: 1) How do engineering students develop process competencies through doing problem and project based work in teams? 2) How do students perceive their achievement of these process competencies?