Extended abstract
Challenge-Based Learning: Factors Contributing to Student Succes Challenge-Based Learning (CBL) in higher education provides students with an educational approach that links academic concepts to real-world problems, fostering critical thinking, creativity, and teamwork. By engaging students in meaningful, open-ended challenges, CBL enhances motivation and encourages self-directed learning, enabling students to take ownership of their education. This approach not only prepares students with the practical skills necessary for their future careers but also builds adaptability and resilience. Through CBL, educators equip students with a well-rounded skill set that’s essential in today’s rapidly changing world. This case study explores the student experience in an elective course at Tilburg University (TiU), focusing on factors that facilitate or hinder successful mastering of learning outcomes. What challenges do students face, and how can they be supported? Data was collected through student surveys and semi-structured interviews to identify key success factors in the course design and activities. The course The course prepares students by deepening their understanding of the complex societal contexts in which they will operate and by honing essential professional skills, such as environmental awareness, data analysis, and design thinking. These competencies are increasingly important as societal challenges are poised to impact future business practices. By developing sensitivity to these issues, students are better positioned to act ethically and thoroughly in their future professions. The design of the course includes weekly workshops, during which guest lecturers introduce relevant theories and methods to address complex issues. These workshops provide students with just-in-time information to apply to their projects, while also offering structured opportunities for collaborative problem-solving. Over a 15-week period, students analyze societal dynamics surrounding complex challenges and create evidence-based plans that contribute to societal transitions. Student experience The following factors were identified as significant for the learning experience of students: - Group Dynamics: The motivation of individual group members—both in terms of selecting this elective and their intrinsic commitment to the challenge—profoundly affects group dynamics and project progress. - Prerequisite Skills from Main Studies: Variations in research skills across disciplines can create confusion about course expectations. In groups where members come from different academic programs, there is a risk that one perspective may dominate, marginalizing others. - Balance Between Freedom and Guidance: Depending on their level of motivation, students may struggle with too much freedom. Many students noted that deadlines helped create a sense of urgency, encouraging them to prioritize the project alongside other coursework and avoid procrastination. - Just-in-Time Information through Workshops: Students occasionally found it difficult to see the relevance of certain topics or guest lectures to their specific challenge. In some cases, the timing of these topics was too late in the course to serve as a useful foundation for the writing process. - Stakeholder Relationships: While stakeholders had been pre-briefed about the course, students often lacked the instinct to effectively gather non-academic insights from these external parties. This study highlights the importance of addressing these factors to enhance the overall learning experience and success of students in challenge-based learning environments and will make several concrete suggestions on how to approach this.
