Abstract
The present study aims at understanding the challenges and identifying opportunities for improving teaching and learning in higher education institutions of diverse background. The case study used for data collection was the examinations and assignments developed along a course in project management for obtaining of the bachelor degree in Mechanical Engineering, together with a questionnaire. The course was taught in Spanish by the same teachers to students at University of León and at University of Xiangtan. Some of the students enrolled University of Xiangtan took the course at University of León. We assessed the students’ content knowledge during and after the course, competence and their perceptions about the overall course, content and instruction methods. Methodology approach consisting of master lectures, exercises, seminars and assignments. Students perceptions about the course were in general positive. Barriers to learning included student difficulties working in teams, course organization, limited student engagement in projects and previous knowledge. Language was the main difficulty for those students without a B2 Spanish certificate. This study aided in the identification of strategies to improve teaching and learning in highly diverse engineering environments.
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Acknowledgements
We would like to express our gratitude to the University of Xiangtan for the welcoming and dedication during the teaching stay of the project management teachers at their institution, as well as for facilitating the questionnaire to the students.
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Fernández-Robles, L., Castejón-Limas, M., Alfonso-Cendón, J., Medina, G. (2018). Teaching Project Management to Multicultural Students: A Case Study at Universities of León and Xiangtan. In: Pérez García, H., Alfonso-Cendón, J., Sánchez González, L., Quintián, H., Corchado, E. (eds) International Joint Conference SOCO’17-CISIS’17-ICEUTE’17 León, Spain, September 6–8, 2017, Proceeding. SOCO ICEUTE CISIS 2017 2017 2017. Advances in Intelligent Systems and Computing, vol 649. Springer, Cham. https://doi.org/10.1007/978-3-319-67180-2_72
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DOI: https://doi.org/10.1007/978-3-319-67180-2_72
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