The key engine that drives the new economic landscape is KNOWLEDGE. The demand for knowledge has intensified but the suppliers of knowledge – the education institutions - are still struggling to meet such a demand. It is not about just supplying content and technical expertise; it is also about how to produce a new breed of employees who can create and manage changing knowledge in the dynamic E-conomy. In response to this call, Temasek Business School revolutionised marketing education by adopting in its Diploma of Marketing (DM) programme the Problem-Based Learning (PBL) approach for the restructuring of itsudnew marketing academic architecture. DM implemented PBL in ten Year 2 and Year 3 subjects in Semester 2, 1999/2000 and theme-based PBL for final-year learners in Semester 1, 2000/2001. An injection approach was adopted whereby PBL was planted within the current infrastructure. As in almost every change, resistance is a constant. This paper looks at the difficulties in PBL from the learners' perspective. The paper concludes with implications and issues for educators to enhance their effectiveness and relevance in using PBL. The findings also support the proposed fundamental shift in the marketing curriculum to adopt PBL as a philosophy rather than as a tool.
展开▼
