Problem-based learning and the relevance of teaching and learning European Studies in times of crises
Bibliographic Data
| ID | 12870397 |
|---|---|
| Authors | Patrick Bijsmans (0000-0003-2708-2491, Maastricht University, corresponding author), Esther Versluis (0000-0003-4659-1101, Maastricht University) |
| Year | 2020 |
| Volume | 19 |
| Issue | 4 |
| Pages | 668-686 |
| Publication date | 2020-06-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Political Science (JOURNAL) |
| Journal identifiers | ISSN: 1680-4333 • E-ISSN: 1682-0983 |
| Publisher | Palgrave Macmillan (PUBLISHER • GB) |
| DOI | 10.1057/s41304-020-00263-0 |
| OpenAlex | W3034593138 |
| Language | EN |
| Citations received | 4 |
| References cited | 34 |
The succession of economic and financial crises, the migration crisis, and, of course, Brexit have raised many questions about the future of the European Union. Such crises present challenges for teaching and learning European Studies. This article discusses the question how to maintain a relevant study programme while taking into account ever-changing societal developments. Based on a survey conducted among students of a Bachelor in European Studies, and a subsequent focus group discussion, we look at programme relevance and programme capacity to deal with societal change in the context of a problem-based learning environment. Our study reveals that problem-based learning, when applied consistently and correctly, is a good educational approach to ensure that a study programme is relevant and capable of capturing societal change. At the same time, students seem to prefer a more guided version of problem-based learning, which presents challenges concerning its possible contribution to teaching and learning in times of crises. While we discuss the situation in one specific BA programme, we will do so in light of general challenges in the fields of European Studies, International Relations, and Politics
Bachelor · Brexit · Comparative politics · Context (archaeology · Economics · European integration · European studies · European union · Geography · International trade · Political science · Politics · Relevance (law · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Law · Wikis in Education and Collaboration
Teaching European power
Looking back and looking forward
What Defines a Discipline and How We Teach and Study It? The Changing Scope and Role of the Subject Benchmark Statement for Politics and International Relations (IR) and Its Implications For the Teaching and Study of Politics and IR in Higher Education
Teaching the European Union in Brexit Britain
Through the Eyes of Students
Innovating Teaching and Learning of European Studies
What’s in an Anniversary? Uaces and European Studies at 50
Implementing Problem-Based Learning in Politics
Survival of the Most Cited? Small Political Science Communities and International Influence
Engaging Students in the Classroom
Constructing Effective Simulations of the European Union for Teaching
Threshold Concepts Through Enactive Learning
European Studies
Studying Europe after the fall
A Different Europe is Possible
Teaching (Dissident) Theory in Crisis European Union
Introducing the debate section
Sustaining student numbers in the competitive marketplace
European integration and the social science of EU studies
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |