![]() ![]() ![]() Design process, prototyping, testing and decision-making 4. Self-discovery, personal growth and team based group work 3. Communications, team dynamics, cross-cultural, and multiple disciplinarity 2. We can conclude that in both course structures the students go through a significant learning process that involves learning from the areas of: 1. Altogether 15 alumni and 10 students were interviewed from three different nationalities. Research method is close to grounded theory. ![]() The data is analyzed and first divided into themes, which are then further analyzed. For data gathering we used semi-structured interviews, study journals and surveys. We also seek to understand how these findings relate to design thinking and problem-based learning theories. In this paper we examine the two courses impact on the learning results concerning working life skills such as communication skills, teamwork, design thinking, problem solving and an entrepreneurial mindset. Both are interdisciplinary and multicultural by nature and have an illdefined and open-ended real-life problem setting. One of the courses has been under development since 1969 and another one was launched during 2012. This paper studies two master –level project courses in two universities that use design thinking processes and problem– based learning as the main educational approach in the courses in question. It would lower frustrating felt by students and the diminishing resources could be used efficiently." When profiles are selected correctly enough by students, their mathematical studies could be supported from the beginning. In this paper, it is analysed how well students’ selection from profiles and their actual mathematical profile according to the questionnaires matched and how, if necessary, the profiles should be improved. The same students also filled in the motivation and self-regulation questionnaires. The selection was done during the proficiency test. In the autumn 2011, freshmen were asked to select the profile best describing them. These factors were used to get profiles of different kinds of students. It could be found that the same motivational and self-regulating factors were either lowering or raising the grades despite the previous education or results in the proficiency test. Classification was done with IBM SPSS® Decision Tree. Answers were classified according to the grades with background information like previous education, mathematics studied in a high school and result in the proficiency test. We asked the students to fill in questionnaires about motivation and self-regulation towards mathematical studies. The same kind of diverging could also be found when grades were classified according to the results in the proficiency test, which was hold at the beginning of their studies. Analyzing grades of the first mathematics course in 2010 at Saimaa UAS showed that grades were diverging despite the previous education. It is easy to point the finger at students coming from technical colleges because of their lesser education in mathematics. Amount of these students is growing at the same time when resources are diminishing. It is quite usual that last courses before graduating are the first year mathematics, physics or statics. "For some time mathematics teachers in Finnish UAS engineering have been talking about students struggling in passing the courses. ![]()
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