The introduction in 2006 of problem-based learning (PBL) into engineering courses in schools of Electrical and,
Architectural, Civil and Mechanical Engineering (ACME)
constituted a paradigm shift in engineering education
at Victoria University (VU). It was hoped that such a pedagogical approach would attract a higher calibre of
students to engineering courses at VU and reduce the
high attrition rates. In the short time since it was
introduced, it is difficult to gauge whether the implementation of PBL teaching has been an unqualified success. Anecdotal evidence, at this stage, suggests mixed educational outcomes. This paper examines theoretical
frameworks of PBL in professional education and, specifically, the accepted wisdom that PBL education is
convergent with professional engineering discourses. The author is supportive of a pedagogy which embodies
constructivism but argues that this is not a property of a definitive PBL model and that it does not necessarily
need the vehicle of a PBL. It needs to be kept in mind that a single PBL model as a definitive framework for
educational delivery has many inherent flaws and it should be introduced in a context and be treated as work in
progress. Conference held: July 1-4, World Trade Centre Rotterdam - Delft University of Technology