Theory and Practice of Educational Innovation through Introduction of Problem-Based Learning in Architecture*

Engineering education is confronted with the necessity to innovate the curricula, to meet the challenges of the next century. In many places the introduction of problem-based learning (PBL) is contemplated as a serious option. The paper reviews experience with the introduction of PBL at the Delft Faculty of Architecture in the Netherlands and the Newcastle Faculty of Architecture in Australia. Actual developments in both cases are related to theories of educational innovation and theories of organisational change and management. The objectives of innovation and the conditions for innovation management were significantly different, resulting in a different process of change. It is concluded that both faculties were successful in incorporating PBL in a strategic approach to educational innovation.