Urbanisation and globalisation of the work market, the fast pace of technological advancements and  interdisciplinary work organisation have emerged as the main features of the modern knowledge-based society. Equipping students with competences that are required for their social and professional integration, and successful career and personal development is becoming a key mission of the higher education sector.  The higher education curriculum has been changing from factual knowledge acquisition to developing students’ competences and skills as a response to a changeable professional environment.

Integration of a variety of teaching and learning methods into existing curriculum facilitates this transition process and provides educators with the insight into how a new curriculum design aimed at the acquisition of professional skills and competences may be implemented.  At the same time, the urbanisation process affects the student body entering higher education: the student body has dramatically increased in numbers and diversity. Fostering efficient and flexible teaching methods allows students’ needs to be addressed in a helpful and successful way.

This study investigates competence development using a Project- Based Learning (PrBL) environment. This method was introduced on a range of engineering programmes into the existing curriculum at two universities: Lancaster University, UK and University West, Sweden. This study is part of an on-going collaboration between two universities.

This paper explores the effect of PrBL on generic and subject specific competence development. It analyses student and academic experience in participating in this activity and evaluates the potential of using PrBL on a range of programmes to enhance student employability prospects.

 PrBL is one example of collaborative student-focussed learning underpinned by constructivist theory [1-3]. These methods encourage deeper learning via construction of meaning, connection of ideas and creation of meaningful artefacts. They stimulate collaborative knowledge building among participants, develop self-directed learning, improve student performance and develop a range of study skills through creating an informal environment for learning.

Despite the changes and challenges of modern society, the existing teaching and learning strategies in engineering are still very traditional and mainly lecture-based. The introduction of student centred methods such as problem-based and project-based learning [4-6] is still not widely accepted in mainstream engineering education. [7]

The main distinct features of the PrBL are [8]:

1.       Chosen tasks are close to the professional environment and take a period of time to complete;

2.       PrBL is more aimed at application of knowledge rather than at acquisition of knowledge;

3.       PrBL is often linked to a subject course.

In our study was carried out in 2009/10. In Sweden, second year students on ‘Basic Principles of Turbomachinery and Hydraulics’ undergraduate programmes at the University West participated in this study. At Lancaster University, first and second year students on Mechanical Engineering and Electronic Engineering programmes reflected on their experience of project based learning.

1. Vygotsky, L. S. Mind in society. The development of higher psychological processes. Cambridge, Harvard University Press, 1978 2. Phillips, D. Constructivism in education: Opinions and second opinions on controversial issues. Chicago, IL University of Chicago Press, 2000 3. Light, G., Cox, R., & Calkins, S. (2009) Teaching and learning in higher education: The reflective professional. Thousand Oaks, CA: Sage, 2009. 4. Nilsson G. and Luchinskaya E. “Problem-based Learning and competence development: a Case Study of Teaching Mathematics to Computer Science Students”, Journal of Research in Teacher Education, 2007, No 3. p 13-21. 5. Nilsson G. and Luchinskaya E.” Using Problem-based and Peer-assisted Learning in Teaching Mathematics to University Students: Focus on Competence Development.” Paper presented at the European Educational Research Conference, ECER 2009, Vienna, Austria, September 2009. 6. Nilsson G., Kristiansson, L. , Luchinskaya E., and Luchinskaya D. “Competence development and employability prospects: using non-traditional teaching methods in a changing higher education environment”. Paper presented at the European Educational Research Conference, ECER 2010, Helsinki, Finland, August 2010. 7. Mills, J. and Treagust, D. “Engineering Education – Is Problem-based or Project-Based Learning the Answer?”, Australasian J. of Engng. Educ.,2004. 8. Perrenet, J.C., Bouhuijs, P.A.J. & Smits, J.G.M.M., The suitability of problem-based learning for engineering education: theory and practice. Teaching in higher education, 5, 3, 345-358, (2000).