Progression of student self-assessed learning outcomes in systemic PBL

Research output: Contribution to journalJournal articleResearchpeer-review

18 Citations (Scopus)
78 Downloads (Pure)


Problem- and project-based learning (PBL) has been seen as one of the pedagogical models to bridge the knowledge gab between education and work. This article reports a study of students’ preparedness from a systemic PBL university to enter work life. Theoretically, a conceptual understanding of a systemic PBL is presented including four elements: 1) knowledge and problem modes, 2) variation in problem and project approaches, 3) an interlinked full-scale curriculum, and 4) focus on PBL competences and employability skills. A longitudinal study for a national cohort of Danish engineering education students from the first-year programme until graduation and into their first job is presented. A comparison of a systemic PBL university with a reference group is presented. The findings show that students at the systemic PBL university compared to the reference universities report a higher level of preparedness in terms of generic and contextual competences but self-assess themselves as less prepared considering more domain-specific competences related to natural science.
Original languageEnglish
JournalEuropean Journal of Engineering Education
Issue number1
Pages (from-to)67-89
Number of pages23
Publication statusPublished - 2021


  • PBL
  • longitudinal study
  • students’ learning outcomes
  • systemic PBL


Dive into the research topics of 'Progression of student self-assessed learning outcomes in systemic PBL'. Together they form a unique fingerprint.

Cite this