Abstract
It was just about twelve years ago, when our faculty was first founded and problem-based learning was then adopted as a leading educational principle (Van den Bosch & Gijselaers, 1993). The new curriculum was modeled according to the Maastricht example of problem-based learning (Bouhuijs, Schmidt, & van Berkel, 1993; Dolmans, 1994). We were quite impressed by its apparent success at the Maastricht University: Students seemed to learn more and they were able to better connect theory and practice. In addition, by working in small groups, they were able to develop their communication skills, and at the same time, they could quickly built up a network of social relationships. Moreover, the duration of their study was shortened on average.
The Nijmegen School of Management is the new name of the Faculty of Policy Sciences.
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© 2002 Springer Science+Business Media Dordrecht
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van den Bosch, H., Kieft, M. (2002). The Hybrid Curriculum. In: Bentzen-Bilkvist, A., Gijselaers, W.H., Milter, R.G. (eds) Educational Innovation in Economics and Business. Educational Innovation in Economics and Business, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1392-4_3
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DOI: https://doi.org/10.1007/978-94-017-1392-4_3
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