Abstract:

Purpose:
In context of a wave of innovative Teaching and Learning (T&L) strategies towards developing a workforce compatible with the 21st century world of work and in particular with respect to the need for innovation in organizations, this paper aims to present the potential of Project Based Learning (PjBL) in this regard.

Design/methodology/approach:
This study deploys a qualitative approach to develop a conceptual framework that outlines key components of Project Based Learning with respect to developing innovative and creative potential in people. The data is drawn from course documentation and qualitative statements of involved faculty members at two distinct Higher Education Institutions (HEIs) spanning four distinct learning offerings. Thematic analysis is used to identify key attributes of the PjBL T&L approach with respect to addressing the development of innovative and creative capacity in a higher education learning offering.

Findings:
Comparing and contrasting each of the learning offering approaches revealed various attributes of PjBL deliberately deployed to foster innovative and creative thinking. This has resulted in a conceptual framework that presents four main categories for consideration (i.e. programme/course design, problem conceptualization, delivery and assessment) and identifies a total of 28 sub-areas to unpack the respective categories. Overall, anchoring the learning experience around carefully designed authentic problems with a student-centered approach to induce full ownership in learners over the solution development and normalizing failure, are argued as pivotal to the potential of PjBL’s conduciveness to developing meaningful and impactful learning experiences for learners to become innovative and creative contributors to the 21st Century.

Originality/value/implications:
The study is advancing the field of innovative Teaching and Learning for innovative potential by presenting empiric evidence to arrive at a series of areas for consideration to support practitioners who are searching for pedagogic alternatives to enhance fitness for purpose in a Higher Education context. The framework is hoped to spark various pathways for future research to contribute to progressing the support for PjBL as a viable alternative for fit for purpose Higher Education.

Keywords:

Problem-based-learning, project-based-learning, innovation, creativity, problem solving, higher education, authentic learning.