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INTERDISCIPLINARY PBL APPROACH IN THE EDUCATION
PROCESS ON THE EXAMPLE OF SILESIAN UNIVERSITY OF
TECHNOLOGY IN POLAND
Anna Waligóra, Marcin Górski
Silesian University of Technology (POLAND)
Abstract
For almost two decades Silesian University of Technology (SUT) implements Problem Based Learning
Method in the education process of future engineers.
This conscious choice was a consequence of the tradition of cooperation with industry and engaging
MSc students to resolve real problems delivered by the cooperating technological companies and
profound studies on the educational process of engineers in a rapidly developing technologically driven
society.
The initial steps were trained on the Faculty of Civil Engineering with Integrated Project, where students
were working on one building under the supervision of professors specialized in complementary areas
needed to realize the project: from soil mechanics to services.
Since the 2018 Silesian University of Technology initiated massive implementation of PBL in all of
faculties and programs of the studies. SUT realized over 200 PBL projects involving hundreds of
students and professors. The subjects of PBLs are prepared by teams of academic teachers and chosen
in regular, semestral calls. Students’ teams are consisting of 2 or 3 groups representing different
disciplines, supervised by academic teachers and experts recruited from the industry.
PBL develops the student's competencies in the substantive, methodological and social areas,
supporting the university education process with aspects similar to organizational, industrial and
business practice.
Participation of students in projects enriches their competencies by bringing theory to practice closer
and increasing the transfer of scientific thought to industry.
It increases their chances in the labour market by giving them new tools to participate in the professional
life of their industry and consciously shape their own development path.
PBL support teamwork competencies, on the other hand, they develop the creativity and courage of
students, among whom leadership attitudes are formed.
The paper refers to the methodology elaborated at SUT, observations and methodological results
achieved.
Keywords: PBL, Project Based Learning, higher education, innovations in education.
1 INTRODUCTION
The dynamically developing labour market in the field of high technologies, the desire to perceive
science through the prism of applications, the growing awareness of their interests and the need to
compete on the global market require the verification of educational methods at Polish universities.
Consultations among the authorities of several dozen important enterprises in the Upper Silesia region
in Poland drew attention to the aspects of educating students of technological universities important
from the point of view of the demanding labour market, in line with the approach observed in foreign
universities. The key is to provide students with knowledge in a communicative way, teach them to
associate facts, show relationships with subjects that make up a coherent study program, instil the ability
to work effectively in a team while maintaining the courage and reliable arguments in presenting their
ideas. The expectations of the students themselves are also similar. The way to achieve these effects
is to implement an appropriate education program. And the SUT authorities intend to implement modern
solutions. The project-oriented pilot education method was initiated at the SUT Faculty of Civil
Engineering in 1998 [1] – in form of the Integrated Project and then it was attempted by the Faculty of
Organization and Management and the Institute of Automation together in the interdisciplinary PBL
project approach, a decade later [2]. The assessment of its effectiveness inspired SUT to implement the
Proceedings of INTED2022 Conference
7th-8th March 2022
ISBN: 978-84-09-37758-9
7517
PBL assumptions in the process of educating future educators, teachers and engineers educated in
various university units. The PBL concept allows for the perfect development of knowledge resources
and the potential of future engineers educated interdisciplinary and internationally, taking into account
the development of individual possibilities and the needs of the current labour market.
The task of universities, especially technological ones, is to anticipate and track the trends in
technological, social and scientific development in a discipline related to a given field of study and related
disciplines. They should find their balanced expression in the education program. Adequately
communicated, they significantly increase the modernity of the field of study, attract more ambitious
students, give them development opportunities, instil research curiosity, and inspire creative work and
innovative thinking. Moreover, they open up wider opportunities for students to cooperate with university
staff and industrial units. This creates the basis for the synergy of science and industry, education and
business.
Thanks to the self-critical analysis of the difficulties experienced in the process of educating students,
understanding by the staff and courageous decisions, methods have been developed that have resulted
in a significant increase in the interest of students, their successes, satisfaction of the research and
teaching staff and balanced participation of all areas of education within the offered fields of study. Our
experience shows that the PBL method can be successfully applied in all fields of study at technical
universities. Its implementation requires only the determination of the unit's authorities and the
motivation and preparation of research and teaching staff. The education models were developed based
on the patterns observed during many visits to foreign universities that are leaders in introducing modern
forms of education, training courses, workshops, and numerous meetings with employers. As a result,
methods suitable for the system of higher education and applicable regulations have been developed.
2 SUT EXPERIENCES WITH PBL APPROACH
Due to the political situation after WW2 Polish system of education, despite the fact it had been of the
highest standards, was based on petrified educational models and tools. It had based on individual
studies, during which students gained professional competencies and scientific background allowing
them to solve oneself – alone, most complex problems without the necessity of coming into interaction
with specialists representing the same area. It was certainly connected with a very low ratio of specialists
who completed university studies. It has been the elite, which had limited contact with their peers and
had to take the responsibility for their decisions alone. The higher education system had then limited
areas, where students could obtain soft skills and social competencies. That situation changed
drastically with the sudden increase of enrolled students in Poland. Since 1990 the gross enrolment
ratio has grown from the level of 12.9 to a record 40.6 in 2009 [3]. This change was caused by many
factors, mostly thanks to the liberalisation of educational policy in Poland, opening to European Union,
industrial transformation, the change of employment models and social profile paired with growing
expectations, possibilities and needs of Polish society. The growing number of students and
expectations expressed by the representatives of the labour market stakeholders motivated Polish
universities to seek more effective forms of studies.
2.1 PBL in form Integrated Project as a core teaching method
At some SUT Faculties as for example at the Faculty of Civil Engineering there existed a form of close
cooperation between university and the industry – at the level of MSc, where individual students
obtained an industrial problem to be solved in their MSc thesis, under the supervision of two supervisors
– one from the academia, and the second from the industry. It was in a way than a problem-oriented
approach. That was certainly a step toward innovative methods of teaching designed and implemented
on this faculty at the end of the 20th century.
In the early 1990s, the Faculty of Civil Engineering facing a significant increase of students and loudly
expressed the needs of international enterprises which entered the Polish construction sector operating
in the region of Upper Silesia started to design a new teaching methodology based on the project
approach. The Faculty had sought European universities already experienced in this approach. The
Faculty realised 3 TEMPUS projects realised with the support of Danish, British, Spanish and
Portuguese partners. The projects designed and enabled the start of two programs of studies City
Regeneration and Constructing Architect within Civil Engineering, which used the PBL methodology.
The new methodology had been based on the experiences with project-based learning in the form of
the Integrated Project of Danish and British universities supporting SUT.
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The change of the curricula based on the practical teaching assumed implementation of Integrated
Projects System (IPS) together with semesterly Supervised Industrial Practical Placement (SIPP).
PBL method based on the real-life industry-driven problem to be solved during the semester by teams
of 3 students. Students were supervised by specialists – academic teachers of all subjects needed to
resolve the problem. Differently than before, when students had regular weekly classes, professors were
available following an established schedule connected with the organigram. Second radical change was
connected with the group work, so students had to divide their activities in favour of their natural skills
and abilities, instead of the former practice, when each student had to make everything individually in
all of the areas.
Project-oriented teaching was supported by practical placement at enterprises with which the Faculty
had signed an appropriate agreement. Practical placements meant as the continuation of the IPS were
supervised by the Faculty staff member – SIPP Coordinator. The cycle of the studies was concluded by
the final project, which in most of the cases was based on real problems encountered during SIPP. Each
of the semester, practical placement and Final work were finished with the report and public
presentation.
Following the success of the experimental phase, new curricula were implemented in the academic year
1998/1999 with the first group of 135 students of the Faculty of Civil Engineering. In the academic year,
2000/2001 300 students were enrolled for the first year of studies in this new system.
It has to be bolded, that this new approach which had been tailored for the demands of Bologna Process
[4], shaped with the help of EU partners and EUCEET, allowed to run the full course of Structural
Engineering in English, on both BSc and MSc levels. It was the first course of Civil Engineering in Poland
which was run in English. The realisation of the studies was supported by Moodle platform.
This first in Poland experiment was considered a success. Students and employers received this new
form with enthusiasm. The implementation of Project-Based Learning method in the form of Integrated
Project jointly with the Practical Placement was the most crucial step in the development of the Faculty
of Civil Engineering in all of the areas and certainly inspired others to consider this method [5].
2.2 The beginning of interdisciplinary approach in PBLs
In 2011 at the SUT Faculty of Automatic Control, Electronics and Computer Science (FACE&CS) prof.
Marek Pawełczyk, seeing the effectiveness of the PBL method realised an educational project based
on Danish methodology. This pilot project was realised together with the Faculty of Organisation and
Management. The project was addressed to the students of the 4th year of the BSc course. The group
was divided into teams realising different industrial problems using project methodology. Each of the
teams has been granted a fixed amount of money for PBL realisation.
This short pilot programme was a subject of detailed analysis in light of the possibility of the utilisation
of this method in the future as one of the main teaching methods at SUT. It allowed formulating the
observations and prerequisites for the PBL method to be implemented at the whole university. The
observations were focused on team building and work of students, their motivation, the role and
motivation of the supervisor, the scopes of assigned projects and the needs of additional support as IT
tools, additional funds, the participation of the industry and the new definition of the semester’s schedule.
Aside from the observations of general nature as mentioned above, the experiment highlighted radical
differences of the realisation of PBLs on two faculties of fundamentally different genres, even within the
same University of technologies, with theoretically uniform educational and organisational policy for all
of the courses. It was noted, that it is crucial to redesign the schedule in the faculties based on theoretical
knowledge thought classically, more than on those, where practical exercises and projects are already
implemented [2], [5].
Another SUT activity related directly to Project Based Learning is predicted for PhD students. Since
2017 SUT is organising experimental, international, interdisciplinary summer schools in the frame of the
CEEPUS programme [6].
The concept of the joint schools based on project-based learning and was meant as a base for creating
an international and interdisciplinary platform enabling future, long-term cooperation between young
adepts of science, with hope for joint scientific projects.
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One of the fundamental objectives of summer schools, organised in one place and time, was
interdisciplinary integration and the development of teamwork in groups consisting of people specialised
in different fields of study [7].
During the first edition of SUT Summer Schools in 2017, six faculties were represented: Faculty of
Architecture, Faculty of Civil Engineering, Faculty of Electrical Engineering, Faculty of Mechanical
Engineering, Faculty of Mining and Geology, Faculty of Organization and Management. The choice
came from the analysis of possible areas of joint work and collaboration. In the next editions, the team
was supported by the SUT Institute of Education and Communication Research, which helped
participants in improving their communications skills when working solely in English with partners from
different branches. Specialists of pedagogy and pedeutology also helped in the area of working
methodologies, teambuilding, shaping of the outcomes and gave insight into the philosophies of design
thinking and self-development. Adding the Institute was also meant as a tool for opening the chances
not only for scientific projects but also for international educational projects [8].
Participants received real-life problems to be solved as short-term projects under the supervision of SUT
professors, project managers of SUT Project Management Center and invited professors from foreign
universities.
In three editions of the CEEPUS, SUT Summer School participated almost 120 PhD students but also
professors from 14 European countries [5].
2.3 PBL as an element of the strategy of teaching at Research University
Based on the successes of former PBL experiences SUT started to implement the largest educational
project in Poland – POWER 3.5 financed from the European Social Fund [9#NCBIR] which was
designed to finance radical structural changes in Polish Higher Education. SUT decided that in the area
of teaching the Project-Based Learning approach would be the foundation of this transformation.
One of the main elements of the POWER 3.5 project is the implementation of Individual Study Programs
(IPS) in the form of PBL. Project-driven education implemented at the Silesian University of Technology
consists of replacing part of the classes with interdisciplinary projects in small 5-6 students’ groups. PBL
projects are interdisciplinary and recruit students and supervisors from two or three faculties. The
principal supervisor is supported by two auxiliary supervisors and two external, mostly industrial experts.
SUT opened also the possibilities of the realisation of PBL projects together with foreign
PBLs were directed to the best and most creative students chosen in the open contest. Once qualified,
the student starts an Individual Study Course, where PBL takes at maximum of 50% of hours and 50%
ECTS for the semester of PBL realisation depending on the proposed PBL teaching outcomes.
The main supervisor devotes 120 and auxiliary supervisors 90 teaching hours for PBL. The external
expert is expected to join the team for 30 hours.
Each team receives a budget of maximum 15 000 PLN to purchase the equipment, sensors and other
elements necessary to realise the project.
The realisation of the PBL is supported by the SUT electronic platform of remote education, which is to
be used obligatorily.
PBL teams are obliged to submit the report, which also includes elements of project management as
the Gantt chart, public procurement documentation connected with purchases and the technical and
scientific elaborations linked with the PBL topic. In the majority of the cases, students are designing and
building a physical model (for example, robots, new materials, medical tools, etc.). Project is completed
with a public presentation in frame of the special session during the conference PM Nights and with the
publication which has to be published no later than one year after the PBL end [5], [10].
This new formula has become very popular among both students and professors, so SUT decided to
open new possibilities within the prestigious program Excellence Initiative - Research University (EI-
RU). EI-RU allowed preparing every fall around 60 smaller PBL projects. Student involvement in the
project is estimated by each dean individually and does not exceed normally 5 ECTS. A similar form of
support was prepared for students scientific organisations at SUT realising research projects [11].
This way PBL became a permanent main core study tool at SUT.
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The next steps planned for PBL method implementation is connected with the wider internationalisation
of PBL projects. This method lies beneath the foundation of the education profile designed for the
European University EURECA-PRO Alliance, where SUT is one of the partners [12].
3 PBL METHODOLOGY ADOPTED AT SUT
In recent years, more and more often heard about the method of project-oriented education - PBL
(Project-Based Learning). In this area, the leading universities in Europe are Danish, British and Dutch
universities.
The simplest form of project-oriented education is a simplified model. It assumes that the PBL method
covers all students of the field of study, divided into groups of several people, who receive the project
topic at the beginning of the semester, then general issues preparing for the project are taught, and then
more and more detailed; the last part of the semester is devoted exclusively to the implementation of
the project, and then its evaluation and completion. This model does not require significant changes in
the study program but only an appropriate semester organisation.
The complete model is a much more courageous model of project-oriented education. Characterised by
the fact that only at the beginning of the semester, general topics introducing the project are taught, and
the rest of the semester is devoted to implementing the project in exchange for standard exercises and
lectures. The project implementation is discussed during regular seminars, twice a week. These
meetings are attended by all students from a given group, group tutors and invited consultants. Seminar
meetings require the high activity of both students and tutors, and consultants. They take place in an
open discussion on issues related to the implemented project. With the help of invited experts and
specialists, the project supervisor passes on knowledge, presenting the topic from a broader
perspective. At the same time, students acquire and verify skills while continuing the project. This
version uses all the possibilities offered by the PBL method. In the light of the Polish regulations in force
at universities, however, it is more challenging to implement in the original approach functioning at
foreign universities.
SUT also offers optional PBL for interested, selected students, conducted in a competition mode (as
part of the Excellence Initiative - Research University).
The implementation of the project itself is carried out by the principles of project management and
includes, among others:
• Division of tasks for individual members of the project group, defining the principles of cooperation
and responsibility, including the appointment of leaders,
• Defining the project implementation schedule, including milestones,
• Budget and purchases,
• Literature studies,
• Selection of tools and methods,
• Exchange of information with stakeholders, including the consultations with experts,
• Ongoing verification of the adopted method of solving the problem, drawing conclusions,
correcting the direction of work,
• Preparation and presentation of the results of the final report, including the preparation of
publications.
All of the PBL projects are concluded with the publication, which is often an international article. PBL realised
at our university often translate into applications for scientific, research projects and patents constitute the
basis for doctoral concepts. Therefore, they are conducive to the scientific development of staff, doctoral
students and students, emphasising strengthening activities undertaken in international teams.
4 CONCLUSIONS
The collected experience confirmed the effectiveness of the implementation of the PBL method.
Students developed their competencies, including soft ones, such as creativity, communicativeness,
and the ability to cooperate, much better than using the existing forms of education. They have gained
experience in formulating hypotheses and defining problems, the ability to generate ideas and to
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evaluate and choose solutions, the ability to dispose of their own time effectively and available
resources, experience in disseminating knowledge and results, the ability to transfer theory into practice,
as well as the ability to generalise based on practical experience. They are essential in the profile of a
graduate desired on the labour market and the education sector, taking into account the competencies
of the future teacher. Research and teaching staff gained a chance to implement more ambitious tasks,
establish closer relations with students and include them in their research, acquire interesting projects
and create a team of committed students and consultants. This, in turn, is also an excellent opportunity
for enterprises and institutions, including schools, which can entrust projects that are important to them
for a solution by researchers and students. It is also worth mentioning that only as a result of last year's
edition, applications for research and teaching projects, patents and several scientific publications were
submitted. The satisfaction of committed students and educators and the potential of the developed
competencies undoubtedly position the PBL method as attractive and effective in the process of
educating engineers.
Experience of SUT is unique on Polish scale and the numbers may give a better sense of this statement:
• Since 1998, hundreds of students of the Faculty of Civil Engineering benefited from the Integrated
Project approach paired with the Practical Placement system,
• Since 2018, just in the main core of studies within the project POWER 3.5/I, SUT realised 108
large full-semester PBL projects with 650 participating students,
• An additional around 360 small PBL projects for over 1800 students within the Excellence Initiative
- Research University,
• Other successful actions as PBL approach realised in phd summer schools,
• PBL grants for student research organisations.
It is a massive educational game-changer stipulating students and academic teachers’ creativity and
activity and the most effective factor enhancing the quality of education. PBL gave the base to over 100
scientific publications, dozens of patent applications, BSc projects, MSc and PhD thesis, industrial
applications and awards for innovations [13].
Thanks to the successful implementation and fine effects of PBL at SUT this method has been chosen
to be a foundation of the education in the European University EURECA-PRO consortium [12].
ACKNOWLEDGEMENTS
The authors express their gratitude to the Project Management Center at the Silesian University of
Technology.
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