Cross-disciplinary perspectives on problem-based learning approach in public procurement in the European Union

Abstract

This paper describes two different teaching approaches for public procurement in the European Union (EU). These methods are based on real-world cases of public procurement tenders in the EU. In the first method, existing tender documents are analyzed, while in the second method, tender documents are created by students. We discuss the required grounding for these teaching approaches, including the public procurement body of knowledge and learning objectives, and describe how to implement these problem-based teaching approaches with students and evaluate their responses to the cases. By doing so, we contribute to the pragmatic knowledge of how to teach public procurement.