{"id":6442,"date":"2017-10-23T12:26:31","date_gmt":"2017-10-23T12:26:31","guid":{"rendered":"https:\/\/microsites.bournemouth.ac.uk\/cel\/?p=6442"},"modified":"2017-10-23T12:47:55","modified_gmt":"2017-10-23T12:47:55","slug":"the-bu-one-day-project-challenge-an-lso-inquiry-based-learning-event","status":"publish","type":"post","link":"https:\/\/microsites.bournemouth.ac.uk\/flie\/2017\/10\/23\/the-bu-one-day-project-challenge-an-lso-inquiry-based-learning-event\/","title":{"rendered":"The BU One-day Project Challenge: An LSO Inquiry-based Learning Event"},"content":{"rendered":"

Recently I had the pleasure of being involved in an inquiry-based learning event hosted by the Project Management team from BU\u2019s Leadership, Strategy and Organisation<\/a> (LSO) department. It consisted of a one-day \u2018hackathon\u2019 in which students were issued a project challenge to develop a stakeholder engagement strategy for Green Cottage RDA<\/a>, a local charity. Hackathons originated in the IT sector as computing challenges in which programmers, project managers and designers collaborated intensively on software projects to design software solutions in one or two-day working marathons (Leckart 2012). They are now increasingly being employed in education, corporate and government sectors.<\/p>\n

In learning and teaching, this form of inquiry-based learning has been recognized as a means of allowing students to gain and create real-life knowledge in their field of study and simultaneously acquire tangible and transferable skills (Keinzler and Fontanesi 2017).<\/p>\n

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Images from left to right: Association of Project Management member briefing students, students working collaboratively on their project solution and the judging and feedback process.<\/p><\/div>\n

The challenge was structured in three parts:<\/p>\n