Project-Based Learning in business and management education: A scoping review and research agenda

Abstract

This study investigates the implementation of Project-Based Learning (PjBL) in business and management education, an area of growing significance amid calls for more experiential learning methods. Despite PjBL's potential to bridge the gap between theoretical knowledge and practical application, its adoption in this field remains underexplored. Using a scoping review methodology, this study synthesizes findings from 51 empirical and non-empirical studies. The analysis identifies key themes including publication trends, theoretical foundations, and design and implementation features of PjBL. Findings highlight a wide variance in how PjBL is conceptualized and applied, underscoring the need for further theoretical development to define its distinct role within business and management education. Notable benefits of the approach include enhanced student engagement and competency development. However, significant challenges are related to resource intensity, project complexity, and issues with assessment. This review not only consolidates existing knowledge but also uses the Theory, Context, Characteristics, and Methodology (TCCM) framework to propose a structured research agenda to guide future studies and improve PjBL research and practice. Overall, this study contributes to the literature on PjBL in business and management education by offering a comprehensive overview of the field and future research directions.