@phdthesis{oai:niigata-u.repo.nii.ac.jp:02000254,
 author = {Ueda, Yasutaka and 上田, 和孝},
 month = {2022-04-04, 2022-04-04},
 note = {Multi-cultural and multi-disciplinary problem-based or project-based learning (hereafter, PBL) is well-known as an effective approach for enhancing global competencies for engineers. On the other hand, higher education involves enhancing students' readiness for industrial careers after graduation. Thus, a challenge in engineering education is to respond to engineering problem-solving in the real-world for bridging a students' gap to transfer from university to industry. Giving the above, this study aims to prove the effectiveness of—and challenges in—multi-cultural and multi-disciplinary team-based PBL dealt with real-world problems in engineering education through the case study of the Global Dormitory (G-DORM) project. The G-DORM project, a bilateral student exchange project organized by Japan's Niigata University in collaboration with four universities from the lower Mekong countries of Cambodia, Laos, Thailand, and Vietnam, developed a pedagogical approach that included 1) internships in the industry, 2) short-term industrial experiential learning, and 3) lecture courses. In particular, a PBL dealt with real-world engineering problem-solving has been predicted to enhance global engineers' competencies; however, less discussion has been devoted to learning practical effectiveness. This study's analyzed data were extracted from the questionnaire responses of students. In the case of the internships, the data were also extracted from the questionnaire responses of selected hosting companies. The study results emphasized as follows. Firstly, G-DORM approach-based internships could positively affect students' competence with regard to global engineering, especially through the designing of stepping-up programs aimed at developing competence. Furthermore, the study results suggested the optimization of internship periods, pre-studies, intervention by moderators during internships, and improvements in post-studies as challenges for future works. Secondly, the short-term industrial experiential learning in G-DORM increased students' satisfaction and interests in the regional industry as well as developed the motivation and the actual action of students in a step-up tendency. Thirdly, the result of the lecture course where students proposed science and technology (Sci-tech) challenges for Sustainable Development Goals (SDGs) by team-based learning implicates that most of the students understood and emphasized the importance of the relationship between engineering and society. Furthermore, the students rated this active learning as useful as a pre-study for the internship in the industry. In conclusion, the study indicates that multi-cultural and multi-disciplinary project-based, internship-based learning effects to enhance students' global engineering competence. In addition, the internship in combination with the pedagogical methodology of the short-term industrial experiential learning and the lecture course helps to supplement the disadvantage of the internship., 新大院博(学)第223号},
 school = {新潟大学, Niigata University},
 title = {Practical Study on Multicultural and Multi-disciplinary Team-based, Project-based Learning Dealt with Real-World Problems in Engineering Education},
 year = {}
}