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there is a dire need to drive appropriate discourses on challenge-based research to converge knowledge, action, and practice by deeply understanding the people and planet. Authors discuss applied research by mapping the potential problems, needs, and solutions around the community. This book is worth for researchers, industrialists, and policymakers Jaime Puente, Chief Technology Officer, Bocar Group, Mexico Every research addresses a problem and explores its implications. However, some problems remain unearthed, and humanity pays for them over time. Challenge-based research is a true leap to examine the hidden problems, understand needs, and deliver solutionsacademics, society, and policymakers need such charter, which this book offers. A timely and good read for all. Guillermo Torre, PhD, Vice President of Research at Tecnolgico de Monterrey, Mexico Challenge-based research focuses on addressing societal and environmental problems. Drawing on the resource-based view, this book discusses social challenges. The authors argue on convergence of society and industry to build business ecosystem to stay competitive in the marketplace. The chapters present possible approaches to link research with social and industrial innovations to meet sectoral challenges like food production, housing, energy, biotechnology, and sustainability. Arturo Molina, PhD is currently Professor and Director of the Institute of Advanced Materials for Sustainable Manufacturing at Tecnolgico de Monterrey, Mexico and served as Vice-Rector for Research and Technology Transfer. He is member of the National Researchers System of Mexico of highest level (SNI-Level III), Mexican Academy of Sciences, Mexican Engineering Academy, Mexican Academy of Computation. Rajagopal, PhD is Distinguished Professor of Marketing at EGADE Business School of Tecnolgico de Monterrey, Mexico, Visiting Professor at Boston University, USA, and Life Fellow of the Royal Society for Encouragement of Arts, Manufacture and Commerce, UK. He is member of the National Researchers System of Mexico of highest level (SNI-Level III). Rajagopal has received highest civilian honor of the Government of India for non-resident Indian citizen in the field of education.

The aim of this paper is to investigate the implications of Challenge-Based Learning programs on entrepreneurial skills, and on the mindset and intentions of university students, through a quantitative approach. Resorting to an original database, we analyzed the pre- and post-levels of entrepreneurial skills, mindset and intention of 127 students who attended a Challenge-Based Learning program. Results show a positive and significant effect of Challenge-Based Learning programs on the entrepreneurial mindset and skills—that is, financial literacy, creativity, and planning—of the students.

This study was designed to determine the effects of challenge-based and activity-based learning approaches on technical college students' achievement and retention in woodwork technology. A pre-test, post-test, non-equivalent control group, a quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 for activity-based learning. three research questions and three null hypotheses, tested at 0.05 level of significance, guided the study. The instruments used for data collection were Woodwork Cognitive Achievement Test (WCAT). Other instruments used were the challenge-based and activity-based learning lesson plans. The items of the WCAT were based on a table of specifications built in order to ensure the content validity of the test. The instruments were also subjected to face validation by five experts in woodwork technology from the Department of Industrial and Technology Education, Federal University of Technology Minna and woodwork technology teachers at Government Technical Colleges in Niger State. The WCAT was trial-tested to determine its psychometric indices and reliability coefficient. The trial test for determining the coefficient of stability of the WCAT was carried out using the test re-test reliability method. Pearson product-moment correlation coefficient of WCAT was found to be .78. In addition, Kuder Richardson 21 (K-R 21) was used to test the internal consistency of the WCAT. The reliability coefficient obtained was .76. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. The study revealed that students taught woodwork using the challenge-base learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement test. In each mean score of males taught woodwork using a challenge-based learning instructional approach was higher than the mean score of females taught using the same ...

This study was designed to determine the effects of challenge-based and activity-based learning approaches on technical college students' achievement and retention in woodwork technology. A pre-test, post-test, non-equivalent control group, a quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 for activity-based learning. three research questions and three null hypotheses, tested at 0.05 level of significance, guided the study. The instruments used for data collection were Woodwork Cognitive Achievement Test (WCAT). Other instruments used were the challenge-based and activity-based learning lesson plans. The items of the WCAT were based on a table of specifications built in order to ensure the content validity of the test. The instruments were also subjected to face validation by five experts in woodwork technology from the Department of Industrial and Technology Education, Federal University of Technology Minna and woodwork technology teachers at Government Technical Colleges in Niger State. The WCAT was trial-tested to determine its psychometric indices and reliability coefficient. The trial test for determining the coefficient of stability of the WCAT was carried out using the test re-test reliability method. Pearson product-moment correlation coefficient of WCAT was found to be .78. In addition, Kuder Richardson 21 (K-R 21) was used to test the internal consistency of the WCAT. The reliability coefficient obtained was .76. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. The study revealed that students taught woodwork using the challenge-base learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement test. In each mean score of males taught woodwork using challenge-based learning instructional approach was higher than the mean score of females taught using the same ...

This study examines the effects of challenge-based and activity-based learning approaches on technical college students' achievement, interest and retention in woodwork technology. A quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 were for activity-based learning. The study revealed that students who taught woodwork using the challenge-based learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement tests, psychomotor achievement tests and tests for retention of learning. Consequently, the research recommended that the National Board for Technical Education (NBTE) should consider a review of the Woodwork work curriculum for Technical Colleges with a view to incorporating the challenge-based learning instructional approach into the teaching of the woodwork.

Originated in the 1970s, decried in the 1990s, theory-based evaluation recaptured debate at the European Evaluation Society conference in 2002. The promise is that the set-up, implementation, delivery and utilization of evaluation research may be facilitated by taking the assumptions and objectives of public policy as a starting point. In addition, a theory-based approach is considered to be valuable for a government that wants to learn, whilst potentially reconciling positivist and constructivist approaches. This article explores the rationale for a theory-based approach in policy development, debate, learning and evaluation utilization. It does so by confronting the–often paradoxical–dilemmas that haunt every evaluator (and policy maker). How can we do justice to societal complexity yet still maintain focus? How can we enter apparently closed policy systems? And how do we find a balance between mere improvement and innovative learning?

PurposeDoctoral candidates possess specialized knowledge that could support sustainability transitions. Doctoral education, however, often focusses on discipline-specific topics and working methods, making it difficult to "see the bigger picture". This summer school on wood construction gathered doctoral candidates from different fields to explore how solutions to complex sustainability issues could be found by working together across disciplines and by engaging multiple stakeholders. The purpose of this study is to report the pedagogical approaches taken and to understand whether these fostered the candidates' ability to develop systemic solutions and professional competency.Design/methodology/approachTwenty doctoral candidates from various backgrounds participated in a two-week summer school organized by a consortium of four universities. Interdisciplinary groups worked on real-life challenges using a systemic approach to co-create tangible solutions. To support the creation of socio-technical innovations, stakeholders and experts from different fields were involved. The participants completed two questionnaires during the summer school to help elucidate their learning experiences.FindingsThe doctoral candidates showed strong willingness to cooperate across disciplines, though they found it important to connect this learning experience to their research. The candidates reported that the experience enhanced their ability to work in a multidisciplinary capacity. The experience identified a solid basis for interdisciplinary learning principles that could be replicated.Originality/valueThe summer school focussed on an innovative learning experience based on a systems thinking approach and the development of interdisciplinary capacity in the research-business ecosystem.

The increasing demand for the implementation of an alternative learning scheme to aid the sudden setback in the field of education has been one of the most debated topics among the government and educational sectors worldwide. With the impossibility of face-to-face learning, the government had to devise an attainable learning substitution plan which resulted in the birth of online education. This study is one of the few studies that seek to determine the challenges and strategies used by freshman language learners in online education in the midst of a pandemic. Furthermore, a descriptive-qualitative design was employed in the study. Hence, the data were gathered using semi-structured interviews. The respondents for this study were identified by means of a purposive sampling technique. On that account, the respondents were handpicked in consideration to the inclusion criteria. Moreover, in depth individual interviews were conducted to seven respondents, five females and 2 males. To analyze the data, thematic analysis was utilized. The challenges that emerged in the study are the following: High-cost internet access, less social engagement and inactive class discussion, unfamiliarity of the new learning modality, internet connectivity, stress inducing school-works, lack of technological resources, location-related stressors and unpredictability of power outages. The paper concludes with the four emerging themes concerning the strategies freshman language learners use in online education and how those strategies aid the aforementioned challenges.