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Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education

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  • María del Carmen Granado-Alcón

    (Department of Social, Developmental and Educational Psychology, Faculty of Education, Psychology and Sport Sciences, El Carmen Campus, University of Huelva, 21007 Huelva, Spain)

  • Diego Gómez-Baya

    (Department of Social, Developmental and Educational Psychology, Faculty of Education, Psychology and Sport Sciences, El Carmen Campus, University of Huelva, 21007 Huelva, Spain)

  • Eva Herrera-Gutiérrez

    (Department of Developmental and Educational Psychology, Faculty of Psychology, Espinardo Campus, University of Murcia, 30100 Murcia, Spain)

  • Mercedes Vélez-Toral

    (Department of Social, Developmental and Educational Psychology, Faculty of Education, Psychology and Sport Sciences, El Carmen Campus, University of Huelva, 21007 Huelva, Spain)

  • Pilar Alonso-Martín

    (Department of Social, Developmental and Educational Psychology, Faculty of Education, Psychology and Sport Sciences, El Carmen Campus, University of Huelva, 21007 Huelva, Spain)

  • María Teresa Martínez-Frutos

    (Department of Developmental and Educational Psychology, Faculty of Psychology, Espinardo Campus, University of Murcia, 30100 Murcia, Spain)

Abstract

The aim of this paper is to contribute to the body of knowledge about project-based learning (PBL) methodology in higher education by describing and analysing interrelations between competencies, and their contribution to knowledge transfer (KT) and students’ rating of the project. The sample consisted of 464 students from the Universities of Huelva (N = 347; 74.8%) and Murcia (N = 117; 25.2%), enrolled in the second year of a degree in either Infant or Primary Education. Data was collected through a self-administered questionnaire comprising a total of 53 items measuring general, specific, and transversal competencies, as well as students’ rating of the project. Competencies were selected from the course programmes for the degrees in Infant and Primary Education. Preliminary results showed that competencies were moderately to highly acquired after PBL, and that students reported notable KT as well as a positive assessment of the project. KT showed a high degree of association with students’ ratings and was established as a key factor in learning and learner satisfaction in higher education.

Suggested Citation

  • María del Carmen Granado-Alcón & Diego Gómez-Baya & Eva Herrera-Gutiérrez & Mercedes Vélez-Toral & Pilar Alonso-Martín & María Teresa Martínez-Frutos, 2020. "Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education," Sustainability, MDPI, vol. 12(23), pages 1-18, December.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:23:p:10062-:d:454961
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    References listed on IDEAS

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    1. Kapetaniou, Chrystalla & Lee, Soo Hee, 2017. "A framework for assessing the performance of universities: The case of Cyprus," Technological Forecasting and Social Change, Elsevier, vol. 123(C), pages 169-180.
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    1. Graciano Dieck-Assad & Alfonso Ávila-Ortega & Omar Israel González Peña, 2021. "Comparing Competency Assessment in Electronics Engineering Education with and without Industry Training Partner by Challenge-Based Learning Oriented to Sustainable Development Goals," Sustainability, MDPI, vol. 13(19), pages 1-28, September.

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