A project management approach to sustainable PBL curriculum design implementation at Bahrain Polytechnic

Abstract

This paper focuses on the implementation process of PBL at Bahrain Polytechnic, and in particular on the elements that need to be in place to facilitate the implementation of PBL in a sustainable manner. This paper will report on the adoption of a project management approach to sustainable PBL implementation at Bahrain Polytechnic. The methodology has a qualitative focus and combines document analysis with semi-structured interviews and focus groups with the key stakeholders (i.e. teaching staff, management staff, and students). An analysis of the qualitative data, with a key focus on whether a project management approach to PBL implementation is successful, is presented. Bahrain Polytechnic was established in 2008, so it is still in an establishment phase. This has advantages, in the sense that many elements of the curriculum are still in development and can be designed according to PBL principles. At the same time however, teaching staff have eclectic backgrounds with various degrees of expertise, and when it comes to PBL, generally with very little experience. This has created significant challenges, as teachers tend to hold on much tighter to what they know (i.e. more traditional approaches to teaching). For PBL implementation, this has meant a much slower pace than was planned. In response the implementation team decided to adopt a project management approach to PBL implementation. Early indications are that this much tighter reporting structure and clear ‘performance indicators’ are proving to be effective in assisting with the transition process from a traditional curriculum to a PBL approach.