**4. Study context**

5-point Likert-type scale. The students had to indicate the degree of agreement to each question/sentence (where "1" corresponds to "strongly disagree" and "5" to "totally agree"). The questionnaire was made available online, for 2 weeks, after the end of the semester. From the 48 enrolled students, 32 accepted the challenge and answered the questionnaire. The 25 closed

Logistic projects department responsible

**Job responsibility Role within teams** 

day.

day.

day.

day

Industrial engineer Work in a multidisciplinary team.

day.

day.

Process quality coordinator Team moderator, three workers

workers/day.

Production Lead a team of 30 workers

Times and methods trainee

Times and methods trainee

Logistic and warehouse

Time Study and Methods

Industrial Engineering

Capability Acquisition Manufacturing Engineer

engineer

engineer

organization

engineer

Marketing

**Daily frequency of interaction**

Work in a multidisciplinary team. In average, work with six workers/

Work in a multidisciplinary team. In average, work with 20 workers/

In average, work with 10 workers/

Lead a team of nine workers In average, work with 40 workers/day.

Work in a multidisciplinary team. In average, work with 20–25

Work in a multidisciplinary team. In average, work with five workers/

In average, work with 50 workers/

Lead a multidisciplinary team of 8 direct and 16 indirect workers. In average, work with 50 workers/

Lead one worker indirectly.

team multidisciplinary.

Regarding the young engineers' opinion on the effects of the PBL methodology on the devel-

• Did you feel that having carried out a project in the PBL context was relevant to your quali-

• Do you think it helped you to develop social skills? Which ones? Can you please give

opment of social skills, three main questions were raised and answered by e-mail:

questions and the corresponding sections are depicted in **Table 1**.

**Table 2.** Characterization of the interview respondents (young industrial engineers).

fication (IME)? Explain in detail how?

**Position/Company type IEM1 edition** 

14 Human Capital and Competences in Project Management

Trainee International

Trainee International

Trainee National

Trainee National

International

Engineer (abroad) International

Engineer National (startup)

Engineer International

Engineer International

Engineer International

Engineer/Trainee (abroad)

**attended (Work experience)**

2012/2013 (finishing the fifth

2012/2013 (finishing the fifth

2012/2013 (finishing the fifth

2012/2013 (finishing the fifth

2010/2011 (2 years)

2010/2011 (2 years)

2007/2008 (5 years)

2006/2007 (6 years)

2006/ 2007 (6 years)

2004/2005 (8 years)

year)

year)

year)

year)

examples?

An interdisciplinary PBL approach was implemented in the first year of the Master's Degree on Industrial Engineering and Management (IEM) program, called PBL-IEM1. This approach was firstly employed in the 2004–2005 academic year [24]. The 14th edition of the PBL-IEM1 project was held in the first semester of 2016–2017 and had 49 students enrolled. This approach challenges the teams to develop and fetch knowledge, and skills, from different disciplinary fields, in order to propose a solution for a semester-wide open-ended problem. The class was divided into six teams of eight members each, with the exception of one team, which had nine members. The teams were initially instructed on the general guidelines of PBL and in detailed aspects of its particular implementation at the IEM program at the University of Minho. The dimension of the teams is kept large purposely, as well as for practical reasons, namely due to scarcity of project rooms, a limited number of available kits for prototype development and a limited number of tutors to accompany each one of the teams.

The first semester of the IEM program includes six Project Supporting Courses (PSCs), each of one holding five ECTS. The PSCs pertain to four departments, from two distinct schools, namely Engineering and Sciences, as shown in **Figure 1**. The PSCs are as follows: (1) Introduction to Industrial Engineering and Management (Topics of IEM); (2) Calculus; (3) General Chemistry; (4) Algorithms and Programming; (5) Linear Algebra and (6) Interdisciplinary Project on Industrial Engineering and Management. It involves a team of six lecturers and four tutors (two of the lecturers perform as a tutor as well), which are, simultaneously, the coordination team of the PBL edition.

The PBL-IEM1 lasts for 20 weeks (15 weeks of contact work), 2 weeks for Christmas break, and the remaining weeks are used for assessment purposes and final examination the PSCs. Although social skills can also be learned, regular practice and experience are keys for skills development. The PBL-IEM1 requires a great deal of contact, not only among team mates who

**Figure 1.** Distribution of IEM courses of first year, first semester by schools and departments [25].

share the same room (the teams' space) during a full semester but also a more frequent than usual interaction with lecturers and tutors. Frequent presentations to big audiences and communication with companies are also exercised during the semester. The teams are instructed as well on the theme that they have to develop [26], on the mechanism of peer assessment, on team working [27] and on conducting presentations.

The project assessment methodology (team related) is intricate, requiring the assessment of multiple items, each of them holding different weights and graded by multiple lecturers. More details on the PBL-IEM1 assessment methodology can be found in Moreira et al. [28–30], Fernandes et al. [31, 32] and Alves et al. [25, 33].

Previous research studies on PBL-IEM1 shown that the motivation to learn represents a prime driving force in Engineering Education which is influenced, not only on the interests and perceived importance of the subjects for the individual, but also on the "fun-factor" and on the inner dynamics of the individual teams, among other aspects [26]. The development of technical and transversal competences based on student-centered work is enabled through the PBL methodology and that the students themselves perceive that they have developed communication and teamwork competences [27], along with conflict management and commitment with others [34]. These findings suggest that active participation in real life should be stimulated during the learning process itself by enabling a meaningful student-centered learning environment. Moreira and Sousa [35] report an increased enthusiasm, cooperation and salutary competition between contending teams in the development of prototypes of production systems within PBL-IEM1. At the same time, teachers and researchers are also deeply involved with PBL process evaluation in a permanent cycle of continuous improvement, concerned with all aspects of PBL process [36].

## **5. Results and discussion**

This section presents the results of application of two distinct approaches to evaluate the PBL effect on development of social skills. The results on the questionnaire, issued to first-year students on the 14th edition of the PBL-IEM1 (2016–2017 academic year), are provided in Section 5.1, while the results on the answers to the interviews, issued to recently graduated engineers, which undertook a prior edition of the PBL-IEM1, is provided in Section 5.2. The discussion on the foregoing matters follows the respective presentation of results on each one of the sections.

#### **5.1. First-year IEM students' belief**

share the same room (the teams' space) during a full semester but also a more frequent than usual interaction with lecturers and tutors. Frequent presentations to big audiences and communication with companies are also exercised during the semester. The teams are instructed as well on the theme that they have to develop [26], on the mechanism of peer assessment, on

**Figure 1.** Distribution of IEM courses of first year, first semester by schools and departments [25].

The project assessment methodology (team related) is intricate, requiring the assessment of multiple items, each of them holding different weights and graded by multiple lecturers. More details on the PBL-IEM1 assessment methodology can be found in Moreira et al. [28–30],

Previous research studies on PBL-IEM1 shown that the motivation to learn represents a prime driving force in Engineering Education which is influenced, not only on the interests and perceived importance of the subjects for the individual, but also on the "fun-factor" and on the inner dynamics of the individual teams, among other aspects [26]. The development of technical and transversal competences based on student-centered work is enabled through the PBL methodology and that the students themselves perceive that they have developed communication and teamwork competences [27], along with conflict management and commitment with others [34]. These findings suggest that active participation in real life should be stimulated during the learning process itself by enabling a meaningful student-centered learning environment. Moreira and Sousa [35] report an increased enthusiasm, cooperation and salutary competition between contending teams in the development of prototypes of production systems within PBL-IEM1. At the same time, teachers and researchers are also deeply involved with PBL process evaluation in a permanent cycle of continuous improve-

This section presents the results of application of two distinct approaches to evaluate the PBL effect on development of social skills. The results on the questionnaire, issued to first-year students on the 14th edition of the PBL-IEM1 (2016–2017 academic year), are provided in Section

team working [27] and on conducting presentations.

16 Human Capital and Competences in Project Management

Fernandes et al. [31, 32] and Alves et al. [25, 33].

ment, concerned with all aspects of PBL process [36].

**5. Results and discussion**

**Figures 2**, **5** and **7** illustrate the distribution of the mean obtained based on first-year IEM students' perceptions regarding the social skills for Section II—Learning and skills development, Section III—Teamwork and Section IV—PBL as teaching/learning methodology, respectively. For all the statements in analysis, the mean obtained is greater than 3, showing a positive agreement. A detailed explication of the results of each figure is given next.

Although practically all the mean values obtained regarding Learning and skills development statement evaluation are around 4 (Agree) (**Figure 2**), the less positive agreement was obtained in Q15 (the blog/website also helped to select and organize contents) with 3.4.

Also, Q14 (creating a blog/website was useful to help organize and disseminate the teams' project) received a relatively low agreement (3.7). By these last two results obtained, it seems that the students do not hold a positive opinion on the use of a blog/website as a tool to improve their critique writing even in a less formal way [37]. **Figure 3** shows one of the blogs created by one team. Here it is possible to observe their concern to create an emotional appealing slogan related with their conceived company to employ an ecological material while denoting some creativity. Thus, they could not totally agree but they were enthusiastic in creating the blog and conveniently disseminate their work in progress. Nevertheless, in the fourth year, when they have PBL again, they recognize this value as they need it to demonstrate, and monitor, the results to teachers and companies [38].

**Figure 2.** Questionnaire results: Section II—Learning and skills development.

**Figure 3.** A blog created by one of the teams.

Concerning the Teamwork dimension (**Figure 4** shows two of the teams from 2016 to 2017 edition working in their project room), the graph of **Figure 5** shows that in average the students agree (around 4) with the statements considered, being Q27 (after each meeting and task accomplished, I always left confident and enthusiastic) the one that has received the lower value (3.4). In a way, students filling unconfident and not so keen on the work done indicate a certain inadaptability to adjust to changing situations, persons or/and environments. However, one such behavior could be expected, since it consisted a first-time experience for some of the students, if not for all. When asked about as they like to work, individually or as a group (Q17), students' responses in average show a slight agree. However, they also strongly agree (4.5) to share results of their tasks and knowledge with the rest of the group (Q22). Students in PBL context point out some weaknesses and strengths to teamwork, as discussed in Alves et al. [27].

The questionnaire of the Section IV—PBL as teaching/learning methodology also produced positive results (all of them equal or higher to four: "agree") (**Figure 6**).

The relationship established with the teachers (and other members of the department of production and systems) of the IEM program is so effective that starting in the first year the

**Figure 4.** Two teams working in their project room (pictures intentionally blurred for privacy purposes; taken by one of the authors).

Project-Based Learning and its Effects on Freshmen Social Skills in an Engineering Program http://dx.doi.org/10.5772/intechopen.72054 19

**Figure 5.** Questionnaire results: Section III—Teamwork.

Concerning the Teamwork dimension (**Figure 4** shows two of the teams from 2016 to 2017 edition working in their project room), the graph of **Figure 5** shows that in average the students agree (around 4) with the statements considered, being Q27 (after each meeting and task accomplished, I always left confident and enthusiastic) the one that has received the lower value (3.4). In a way, students filling unconfident and not so keen on the work done indicate a certain inadaptability to adjust to changing situations, persons or/and environments. However, one such behavior could be expected, since it consisted a first-time experience for some of the students, if not for all. When asked about as they like to work, individually or as a group (Q17), students' responses in average show a slight agree. However, they also strongly agree (4.5) to share results of their tasks and knowledge with the rest of the group (Q22). Students in PBL context point out some weaknesses and strengths to teamwork, as discussed in Alves et al. [27].

The questionnaire of the Section IV—PBL as teaching/learning methodology also produced

The relationship established with the teachers (and other members of the department of production and systems) of the IEM program is so effective that starting in the first year the

**Figure 4.** Two teams working in their project room (pictures intentionally blurred for privacy purposes; taken by one

positive results (all of them equal or higher to four: "agree") (**Figure 6**).

**Figure 3.** A blog created by one of the teams.

18 Human Capital and Competences in Project Management

of the authors).

**Figure 6.** Questionnaire results: Section IV—PBL as teaching/learning methodology.

students are involved in the Department Day event, by presenting their projects (**Figure 7**) and by supporting and participating in the event.

Furthermore, some were even interested in starting their new experience in publishing papers [39] or in publishing their master dissertation final results in conferences and journals. A list of these publications can be seen in Alves et al. [40]. At the same time, their activity in alumni associations shows a dynamism toward to increase their collaboration on the international

**Figure 7.** First-year students' teamwork presentations in the Department Day (pictures intentionally blurred for privacy purposes; taken by one of the authors).

association of Industrial Engineers students (ESTIEM). Their activity is so intense that they were invited to become the magazine editors, while the number of participants in the international events was never so high.

Also, the mean value near 5 ("Strongly agree") obtained in statement Q55 (PBL requires excessive effort when compared to any other course of the semester) strengthens the difficulty that the students experience in managing time. But, at the same time, they also gave a good grade to the Q56 (I believe, however, that this effort is rewarded with the skills acquired). That is, they noticed that PBL is not equal to other curricular units.

From the 32 responses obtained in the questionnaire, it was also possible to retain some phrases reported by the students in the open question "Positive aspects of participating in the PBL":


#### **5.2. Young engineers' opinions**

association of Industrial Engineers students (ESTIEM). Their activity is so intense that they were invited to become the magazine editors, while the number of participants in the interna-

**Figure 7.** First-year students' teamwork presentations in the Department Day (pictures intentionally blurred for privacy

Also, the mean value near 5 ("Strongly agree") obtained in statement Q55 (PBL requires excessive effort when compared to any other course of the semester) strengthens the difficulty that the students experience in managing time. But, at the same time, they also gave a good grade to the Q56 (I believe, however, that this effort is rewarded with the skills acquired). That is,

From the 32 responses obtained in the questionnaire, it was also possible to retain some phrases reported by the students in the open question "Positive aspects of participating in the PBL":

• Development of soft skills and better understanding of the complexity of a company/indus-

• Socialization with colleagues; learning of transversal competences; similarities to an employment environment (working with large groups and knowing how to manage the work

• Teamwork and resolution of various problems in a short time; acquisition of new skills/soft skills; teamwork; acquisition of knowledge that goes far beyond what is given in each course. • The PBL allowed to develop the soft skills and the ability to work as a team; to adopt a better perspective on the course and future professional reality; to improve our ability to

• Skills acquired in presentations, in writing a report, in group work, in being more autono-

• To learn to deal with different personalities, and sometimes they clashed with ours; in this sense, in order to keep the group going, we had to grow as people and try to understand

tional events was never so high.

purposes; taken by one of the authors).

20 Human Capital and Competences in Project Management

and opinions of each one).

the others as much as possible.

they noticed that PBL is not equal to other curricular units.

try, namely, at the level of its production system.

• Development of the spirit of initiative and "gain" more responsibility.

identify and solve problems; and to deal with different opinions.

mous and able to distribute tasks and adapt to conditions.

Regarding the young engineers' written answers to the set of posed questions, the analysis will be presented below.

Attending to the first question: "Did you feel that having carried out a project in the PBL context was relevant to your qualification (IEM)? Explain in detail how?"

The qualitative analysis using the webQDA software [41] produced the result shown in **Figure 8**. It can be seen that projects are important as "*the key to the development of future industrial engineers*" as mentioned by one young engineer with 5 years of work experience in an automobile industry company that holds a recognized and strong brand.

The second question was: "Do you think it helped you to develop social skills? Which? Can you please give examples?" **Figure 9** depicts the results.

To develop and sharing ideas, to acquire different skills, to deal with others feelings, to do the presentations and to develop communication skills, among others, are competencies difficult to achieve in lecture-based classes [15].

**Figure 8.** Young engineers' most frequent words for the question 1.

**Figure 9.** Young engineers' most frequent words for the question 2.

**Figure 10** presents the results of the third question: "In the performance of your professional activity did you feel that you were able to overcome more easily the difficulties (or not) due to your knowledge acquired with PBL? Identify some of the difficulties encountered?"

In this case, one of the words most identified was "problem," however, with a positive mean. As mentioned by one of the young engineers:

*"Obtaining relevant information for analysis and problem solving: working in different teams with different personalities and solving problems."*

**Figure 10.** Young engineers' most frequent words for the question 3.
