Nowadays, universities are required not only to impart knowledge of specific disciplines but also to impart generic graduate attributes such as communication, problem-solving, teamwork, creative thinking, research, and inquiry skills. For students to attain these generic skills, educators are encouraged to use learner-centred approaches in teaching. Project-based learning is one such approach that promotes self-directed and lifelong learning capabilities, equips students with transferrable knowledge and skills that are essential to the work environment, intertwines theory and practice, gives students the opportunity to gain a deep understanding of concepts, and potentially allows them to solve the society’s problems. A case study was conducted at the University of Botswana with design students to assess the attainment of the graduate attributes after designing packages for a small entrepreneur producing frozen vegetables. The results indicate that the following graduate skills were either rated very good or excellent: self-directed, lifelong learning, critical and creative thinking, problem-solving, organisational and teamwork, communication, entrepreneurship, information and communication technology knowledge and skills. This shows that project-based learning can impart the skills and knowledge that the labour market needs. The results also provide an opportunity for educators to critically reflect on the type of projects given to students in relation to the attainment of graduate attributes.

Projects

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