Paper Type

Completed Research Paper

Abstract

This paper reports three normative models for project-based learning (PjBL) in university-industry relations in computing. The models are inspired by normative theories on business ethics, and are designated as archetypes that describe the objectives and responsibilities of parties in collaboration: 1) The Slaver model prescribes that a university should sell students as slaves for business and reap the benefit, 2) The Educator model recognizes that the knowledge and skills development of students is also important, and 3) The Reformer model integrates the development of working life and project work practices into collaboration and represents a form of ethics teaching in this manner. The aim of the three models is to sensitize teaching professionals in PjBL in computing to critically reflect on their current practices. The Reformer model combines PjBL and ethics teaching, and a solution based on this model is presented.

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Project-Based Learning in Industry-University Collaboration – Three Normative Models

This paper reports three normative models for project-based learning (PjBL) in university-industry relations in computing. The models are inspired by normative theories on business ethics, and are designated as archetypes that describe the objectives and responsibilities of parties in collaboration: 1) The Slaver model prescribes that a university should sell students as slaves for business and reap the benefit, 2) The Educator model recognizes that the knowledge and skills development of students is also important, and 3) The Reformer model integrates the development of working life and project work practices into collaboration and represents a form of ethics teaching in this manner. The aim of the three models is to sensitize teaching professionals in PjBL in computing to critically reflect on their current practices. The Reformer model combines PjBL and ethics teaching, and a solution based on this model is presented.