dc.contributor.author |
Viljoen, NM
|
|
dc.date.accessioned |
2012-07-26T08:51:15Z |
|
dc.date.available |
2012-07-26T08:51:15Z |
|
dc.date.issued |
2012-07 |
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dc.identifier.citation |
Viljoen, NM. Managing for the triple bottom line in project-based learning. 42nd International Conference on Computers and Industrial Engineering, 5-18 July 2012, Cape Town, South Africa |
en_US |
dc.identifier.uri |
http://conferences.sun.ac.za/index.php/cie/cie-42/paper/view/64/119
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|
dc.identifier.uri |
http://hdl.handle.net/10204/6007
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dc.description |
42nd International Conference on Computers and Industrial Engineering, 5-18 July 2012, Cape Town, South Africa |
en_US |
dc.description.abstract |
Project-based learning is a popular engineering education approach that involves at least three stakeholders – students, faculty and an external client. But more often than not, one or more of these parties have to compromise their goals in the interest of the learning experience. This discourages stakeholders and threatens the sustainability of project-based learning programmes. This paper defines the objectives of the stakeholders that engage in project-based learning, defining the triple bottom line that a project-based learning experience should aim to fulfil if it wishes to be sustainable. The iTransport team at the Georgia Institute of Technology is one of many Vertically Integrated Projects that seeks to implement meaningful technology applications for real life clients through a multidisciplinary, multi-ranked student group. The paper further presents a case study of the first four semesters of the iTransport team highlighting that expectation management, management of team dynamics and keeping the triple bottom line front-of-mind through good project management principles is essential to addressing the triple bottom line. |
en_US |
dc.language.iso |
en |
en_US |
dc.relation.ispartofseries |
Workflow;9301 |
|
dc.subject |
Engineering education |
en_US |
dc.subject |
Project-based learning |
en_US |
dc.subject |
Industrial engineering |
en_US |
dc.title |
Managing for the triple bottom line in project-based learning |
en_US |
dc.type |
Conference Presentation |
en_US |
dc.identifier.apacitation |
Viljoen, N. (2012). Managing for the triple bottom line in project-based learning. http://hdl.handle.net/10204/6007 |
en_ZA |
dc.identifier.chicagocitation |
Viljoen, NM. "Managing for the triple bottom line in project-based learning." (2012): http://hdl.handle.net/10204/6007 |
en_ZA |
dc.identifier.vancouvercitation |
Viljoen N, Managing for the triple bottom line in project-based learning; 2012. http://hdl.handle.net/10204/6007 . |
en_ZA |
dc.identifier.ris |
TY - Conference Presentation
AU - Viljoen, NM
AB - Project-based learning is a popular engineering education approach that involves at least three stakeholders – students, faculty and an external client. But more often than not, one or more of these parties have to compromise their goals in the interest of the learning experience. This discourages stakeholders and threatens the sustainability of project-based learning programmes. This paper defines the objectives of the stakeholders that engage in project-based learning, defining the triple bottom line that a project-based learning experience should aim to fulfil if it wishes to be sustainable. The iTransport team at the Georgia Institute of Technology is one of many Vertically Integrated Projects that seeks to implement meaningful technology applications for real life clients through a multidisciplinary, multi-ranked student group. The paper further presents a case study of the first four semesters of the iTransport team highlighting that expectation management, management of team dynamics and keeping the triple bottom line front-of-mind through good project management principles is essential to addressing the triple bottom line.
DA - 2012-07
DB - ResearchSpace
DP - CSIR
KW - Engineering education
KW - Project-based learning
KW - Industrial engineering
LK - https://researchspace.csir.co.za
PY - 2012
T1 - Managing for the triple bottom line in project-based learning
TI - Managing for the triple bottom line in project-based learning
UR - http://hdl.handle.net/10204/6007
ER -
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en_ZA |