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Purpose: This study aims to mitigate the inherent challenges associated with implementing project-based learning (PjBL) by integrating it with the service engineering methodology (SEEM). The study demonstrates that combining PjBL with a methodological approach provides a step-by-step procedure that facilitates the practical application of PjBL and preserves the development of competencies inherent to PjBL. Design/methodology/approach: Action research methodology was used to assess the effectiveness of combining PjBL learning strategy with SEEM. Data was collected through observations, questionnaires and focus group discussions to evaluate students' expectations and perceptions of this combination. Findings: The results show that PjBL implementation combined with SEEM enabled the organization of class dynamics, helping to mitigate difficulties encountered in the application of PjBL. Students conveyed that the integration of PjBL with SEEM afforded them a guiding structure without compromising their autonomy in decision-making for proposed solutions. It proved efficacious in honing skills pertinent to service design and analysis, teamwork, solution formulation, creativity and innovation stimulation. Research limitations/implications: This research has been limited to four classes in one university in Brazil. Besides, PjBL was combined with only one methodology (SEEM). Therefore, this needs to be tested in broader settings and contexts. Practical implications: The article highlights the potential benefits of PjBL in bridging the gap between academia and the professional world while acknowledging the challenges involved in its implementation, combining PjBL with a methodology that provides a sequence of steps to be followed. Social implications: The social implications of implementing PjBL in higher education in the Brazilian and international contexts are multifaceted. The adoption of PjBL encourages instructors to adapt their learning strategies and align them with the evolving needs of worldwide society. Through PjBL, Brazilian and international higher education institutions may contribute to the development of individuals who are not only knowledgeable but also capable of applying their knowledge effectively in practical situations around the world. Originality/value: The theoretical contribution lies in suggesting that combining PjBL with a methodology that provides a sequence of steps to be followed (such as that exemplified through SEEM) can address intrinsic issues that consider the complexity of PjBL implementation, preserving the development of competencies inherent to PjBL.

Despite the presence of a widening participation agenda, people with criminal convictions face a number of barriers accessing and participating in higher education (Office for Students, 2019). This may be due to unspent criminal convictions (Unlock, 2018), limited confidence and self-esteem (Champion and Noble, 2016), a lack of previous educational attainment (Prison Reform Trust, 2017) and/or presence of risk-adverse, bureaucratic, university admission processes (Bhattacharya et al., 2013). As a result, people with criminal convictions are not only under-represented throughout the sector (Unlock, 2018) but completely overlooked when it comes to understanding their university experience. To address this longstanding issue, the authors have developed an educational opportunity (utilising the "Learning Together" programme) for criminal justice academics, students, practitioners and service users to come together and learn from one another through lived experience, professional practice and Creative Pedagogy. "Learning Together" was originally developed and implemented by Dr Amy Ludlow and Dr Ruth Armstrong at the University of Cambridge to provide opportunities for university students to learn alongside people serving a custodial sentence (Armstrong and Ludlow, 2016).

Student plagiarism in higher education is widespread and presents a growing concern for faculty and administrators who are intent on upholding academic integrity. However, a myopic view of plagiarism as a purely ethical issue is misguided. It is not always simply a deliberate attempt to deceive. Through the involvement of students in an introductory MBA course, this case study uses an action research approach to explore student perceptions of the challenges of avoiding plagiarism in academic writing, the appropriateness of plagiarism penalties, and the value of corrective feedback on penalty-free writing assignments. It also offers a practical example of how discipline-based faculty can incorporate plagiarism education into their curriculum.

The doctor of business administration (DBA) degree is widely considered as a professional doctorate or professional doctoral degree that is designed to prepare business practitioners. The doctor of philosophy (PhD) in business, by contrast, is thought to prepare research scholars and higher education faculty members. Prior research conducted by the authors comparing the curriculum of DBA and PhD programs, analyzing accreditation and regulation of the degree programs and examining the terminal degrees of business faculty, did not support the theoretical difference between the two degrees. This study consisted of an analysis of 147 DBA versus 151 PhD dissertations. The analysis indicated a significant group mean difference in the number of PhD versus DBA dissertations in institutions with an R1 classification by the Carnegie Commission on Higher Education. However, no significant correlations nor group mean differences were found in methodology choice, sample size, or research type (applied vs. basic), based on the degree type (DBA vs. PhD).

This study investigates novice and experienced student nurses' attitudes about caring for patients across the lifespan. Students were also asked why they would enjoy or not enjoy caring for children and older adults. Both novice (n = 114) and advanced (n = 56) nursing students were relatively positive about caring for patients across the lifespan. However, novices were significantly more negative about working with older patients, particularly after experiencing a first clinical placement. In contrast, a significant quadratic effect was found for advanced students, indicating more negativity about working with both children and older adults. When giving reasons for why they would enjoy caring for older patients, novices were more likely than were advanced students to focus on stereotypical characteristics and on negative health outcomes of older adults as a group. Overall, results suggest that the attitudes driving career interests in nursing students change as training advances.

Purpose: The purpose of this paper is to list and demonstrate areas in which research needs to be carried out, or questions answered, in order to raise the quality of technical education. Design/methodology/approach: The area of technical education expanded very rapidly in the late 1950s, and there was little comprehensive knowledge regarding the philosophy and practice. Areas of technical education that needed research included: How far does success in a school subject such as English or mathematics correlate with success in a technical subject? For how many and which courses at technical colleges does a student need to have more or less than average intelligence? What techniques can be used to fill any gaps existing in a student's knowledge before he embarks on a technical course? Are all students to receive the same industrial experiences (e.g. operating machines, bench work, drawing office, etc.)? Findings: The paper lists six main areas in which research into technical education needs to be carried out: selection for courses; variety within classes; co-ordination with industry; teaching methods; libraries; and technical education as a subject. Originality/value: The paper is one of the first to suggest that educational research had been hitherto neglected, and that there is a need for research to be carried out into the relatively new area of technical education. The paper lists areas of technical education which need to be investigated in order to raise the quality of the field. [This article was first published in "Technical Education," Volume 1 Issue 1 (1958/1959), and is being republished as part of a Special Issue to celebrate the 50th anniversary of the journal, which is now called "Education + Training."]

In a time when nearly half the country's employees are currently working in self-directed work groups, successful team working within organizations is more important than ever. The Problem-Possibility-Pursuit-Presentation (PPPP) Portfolio Project is designed to give students an opportunity to experience teamwork in a meaningful fashion. This activity allows students to become familiar with the rewards and sense of possibility as well as the challenges and frustrations encountered by small groups attempting to solve a problem. Additionally, this activity stresses the importance of "process" vis-a-vis its four distinct parts. Students cannot draw conclusions or solve the problem until they have methodically worked through each section. A list of references and suggested readings is included.

Describes a project in which participating faculty used a videotaped teaching session to observe and reflect on the theoretical underpinnings of their classroom decision making, the extent to which they are meeting their own perceptions and expectations of themselves as high-quality teachers, and the ways in which they might improve. (EV)

Presents a study on the process involved in the "Canadianization" of U.S. textbooks for the domestic market. Explores whether disciplinary values have been shaped by the United States in the field of communication. Focuses on the experience of developing the Canadian edition of the book "Public Speaking: Strategies for Success" (David Zarefsky). (CMK)