Information and Knowledge Management using ArcGIS ModelBuilder

Reflections on the Role of the Lecturer as Teacher,
Researcher and Mentor in a Project-Based Approach for
IS/IT Majors at Three Different Academic Institutions
Elsje Scott 1 , Peter Weimann 2 and Nata van der Merwe 3
1
University of Cape Town, South Africa
2
Beuth Hochschule, Berlin, Germany
3
Cape Peninsula University of Technology, Cape Town, South Africa
elsje.scott@uct.ac.za
weimann@beuth-hochschule.de
nata@smartsearch.co.za
Abstract: This paper focuses on the role of the lecturer embarking on a project-based approach to teaching in
the IS/IT environment. An initial literature survey provides an understanding of the project-based approach, how
it helps to prepare students for a changing business environment, and the expertise required of lecturers
embarking on this approach. The authors then reflect on their own experiences in using the project-based
approach to prepare students for future careers in IT. The paper explores their roles as teachers, mentors and
researchers, discusses the challenges that were encountered, and identifies some critical success factors. From
the lecturer’s point of view, the project-based approach offers a win-win scenario for both students and lecturers:
it gives students the competencies required by industry, while at the same time it gives lecturers the opportunity
to keep up with industry expectations, and creates opportunities for sharing experiences with professional
practitioners as well as fellow academics.
Keywords: Information systems, project-based approach, lecturer skills, teaching and learning strategies
1. Introduction
Information technology (IT) has become an integral part of almost all the business activities of modern
organisations, making it essential for IT to be aligned with business on the strategic, tactical and
operational levels (White, 2004). This alignment between business and IT is a dynamic one, which
should respond to changes in technology as well as changes in the business environment. The
literature confirms that employees who can continuously align technology to the organisation’s needs
constitute vital resources for achieving a sustained competitive advantage (Peppard and Ward, 2004).
In a previous paper (Van der Merwe, Scott and Weimann, 2010) we argued that a project-based
teaching approach can enhance the development of the competencies required for IS/IT students to
succeed in a modern, complex business environment. We then derived a model to show how projectbased
learning can help students to acquire the necessary experience and knowledge, the flexibility
to learn new skills, the agility needed to adapt to a fast-changing environment, and the ability to fulfil
specific roles in an organisation (van der Merwe et al., 2010).
This paper focuses on the role of the lecturer, for whom the project-based approach presents a twofold
challenge. Firstly, teaching and learning strategies that promote the integration of theoretical and
practical knowledge must be introduced into the classroom. Secondly, the lecturer must stay in tune
with changing business requirements and expectations. This paper presents the reflections of
lecturers from three academic institutions, two in South Africa and one in Europe, on their
experiences of using the project-based approach. In doing so, it describes the strategies employed at
the three institutions to engage and motivate their students, and discusses the critical success factors
that emerged and the difficulties that were encountered.
2. The project-based approach
In the project-based approach, students work in small collaborative groups to explore and solve realworld
business problems. Lecturers must carefully plan, manage and assess the projects to ensure
that students learn relevant academic concepts, while at the same time developing key skills required
in the modern business environment, such as collaboration, communication and critical thinking.
According to Gerogiannis and Fitsilis (2005), the project-based approach is a powerful and widely
adopted tool that provides students with the opportunity to actively develop their knowledge through
practical experience. Active participation in challenging projects also improves students’ cognitive,
collaborative, methodological and technical skills. Yam and Rossini (2010) believe that students who
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