Higher education systems in Europe are facing new challenges in raising employability of students. The fast pace of technological advancements, interdisciplinary work organisation and globalisation of the work market are the main features of the modern knowledge-based society. Equipping students with competences that are required for their social and professional integration, successful career and personal development is becoming a key mission of the educational sector. The appropriate choice of teaching methods is instrumental to a successful implementation this task. Fostering effective teaching and learning methods such as discussions, group work, case studies, problem-based learning (PBL), peer-assisted learning (PAL) and critical thinking facilitates the acquisition of professional skills and competences. The paper explores the opportunities to introduce PBL and PAL in delivering a range of modules across the Faculty of Science and Technology at Lancaster University, UK. This study is based on the outcomes of the pilot which has been carried out at University Väst in Sweden. The PBL method has been already successfully used there in delivering a ‘Decision Mathematics’ module to the first year students on the Computer Science programme [1-3]. This paper analyses the impact of PBL and PAL on student experience across different areas of competence development, evaluates the challenges facing students and academic staff and advises how its findings can be implemented in teaching students across the Faculty of Science and Technology at Lancaster University. There is a substantial body of literature on the PAL [e.g. 4] and PBL methodology [e.g. 5, 6]. PAL is an example of a student-to student support scheme grounded in collaborative learning. PAL is aimed to improve student performance and develop a range of study skills through creating an informal environment for learning. At the same time PBL encourages deeper learning via meaning construction and connecting ideas. It stimulates collaborative knowledge building process among participants and develops self-directed learning. The introduction of both methods into the educational process at the same has a broad potential. The carried out research had the following objectives: • to facilitate the development of a range of competences through implementing PAL and PBL. • to evaluate the quality of student experience by analysing the impact of these methods on students’ competence development; • to analyse the challenges university teachers face in implementing innovative approaches to competence development. • to identify the opportunities for fostering effective teaching and learning methods to enhance student employability prospects.

Our study was carried out in University Väst, Sweden in 2008. A total of 42 first year students on the ‘Land Surveyors’ undergraduate programme participated in this study. Two pedagogical methods – PAL and PBL have been incorporated into the ‘Core Mathematics’ module delivery. The lectures were delivered in a traditional way; PBL method was used throughout the tutorials together with three PAL sessions. The students worked in groups of five. The problems selected were aimed to acquire competences relevant to their future career. The introduction of PAL and PBL methods was focused on the developing problem-solving, analytical skills and developing ability to formulate the problem mathematically. A peer tutor from the same student cohort was assigned to each group and trained. The questionnaire was designed where the students could evaluate their learning experience. In addition, the peer tutors were interviewed. The results of the survey were statistically analysed.

The results showed that the students evaluated PAL and PBL methods as useful and valuable. The students positively evaluated the peer tutors’ performance. Over 60 percent of the students estimated that have developed problem solving skills, 35 percent indicated that they advanced their analytical skills and ability to apply mathematical tools. These competences are important for their future employment. The students highly rated collaboration with peers. They commented that it was easier for them to ask questions, get support and explanation. The selection of the problems, the number of students enrolled on the course, the choice of peer tutors, the way how training sessions are organised, the number and timing of the sessions are crucial for the successful implementation of PAL and PBL. The results of the final exams showed an improvement in student grades. The paper concludes with recommendations for fostering PAL and PBL at Lancaster University, UK.