Are technical knowledge sacrificed with the integration of transferable skills into the engineering curriculum? – an evaluation of one-week intensive project-based learning in biochemical and biomedical engineering.

Abstract

<p>Problem-solving and collaborative skills are crucial transferable skills for professional practice in engineering, as acknowledged by universities, employers, and accreditation bodies. However, there are engineering teachers who maintain a dichotomous perspective on the balance between transferable skills and academic knowledge, prioritizing the latter. Consequently, they are reluctant to integrate these skills into the curriculum at the expense of technical knowledge. Project-based learning (PjBL) has demonstrated potential in fostering both academic knowledge and transferable skills (Nguyen et al. 2020). However, existing research primarily focuses on students' perceptions on their learning outcomes (Guo et al. 2020). This study addresses this gap within the context of a first-year PjBL activity for biochemical and biomedical engineering students in a UK university by evaluating students' learning outcomes using both direct and indirect assessment methods. Findings from the study suggest that the PjBL activity can cultivate both technical knowledge and transferable skills. These results may help dispel misconceptions among engineering teachers that transferable skills can only be developed at the expense of technical knowledge. Interestingly, this study also found that engineering students perceived the development of critical problem-solving skills, but not collaborative skills from the PjBL activity. This observation warrants further investigation to determine the factors that influence students' perceptions of skill development in PjBL activities.</p>