Headnote
ABSTRACT
Objective: The main objective of this study is to propose a comprehensive method for managing undergraduate thesis projects, aiming to mitigate risks, support collaboration among stakeholders, and consequently contribute to the quality of these projects.
Theoretical Framework: Project-Based Learning (PBL) has gained prominence in engineering education by enhancing students' professional knowledge. However, a literature review reveals a gap in studies addressing the integrated management of undergraduate thesis preparation using PBL.
Method: This study proposes a method to effectively manage thesis development by engaging students in collaborative projects with local companies. A case study applies PBL to solve real-world industry problems, aligning thesis projects with project management principles.
Results and Discussion: The research presents a detailed process map, a chart illustrating project interrelationships, and a digital system for execution management. Findings suggest that this approach optimizes resources and improves thesis quality. Additionally, the proposed method offers a structured framework to enhance the undergraduate thesis experience for students, professors, and decision-makers.
Research Implications: The implications of the present study are broad within the academic field and tend to contribute directly to the scientific community by optimizing the development of final projects and supporting the preparation of students and professionals for effective practice.
Originality/Value: By streamlining the thesis process, this research contributes to improving engineering education and strengthening university-industry collaboration.
Keywords: Active Learning, Project-Based Learning - PBL, Undergraduate Thesis.
RESUMO
Objetivo: O objetivo geral deste estudo é propor um método abrangente para lidar com o gerenciamento de Trabalhos de Conclusão de Curso, com o intuito de mitigar os riscos, auxiliar na colaboração entre os envolvidos e consequentemente contribuir para a qualidade dos referidos trabalhos.
Referencial Teórico: A Aprendizagem Baseada em Projetos (PBL) tem ganhado destaque na educação em engenharia por aprimorar o conhecimento profissional dos estudantes. No entanto, uma revisão da literatura revela uma lacuna nos estudos que abordam a gestão integrada da preparação de teses de graduação utilizando PBL.
Método: Este estudo propõe um método para gerenciar de forma eficaz o desenvolvimento de teses, envolvendo os estudantes em projetos colaborativos com empresas locais. Um estudo de caso aplica o PBL para resolver problemas reais da indústria, alinhando os projetos de tese com princípios de gestão de projetos.
Resultados e Discussão: A pesquisa apresenta um mapa detalhado do processo, um diagrama ilustrando as interrelações entre os processos do projeto e um sistema digital para a gestão da execução. Os resultados sugerem que essa abordagem otimiza recursos e melhora a qualidade das teses. Além disso, o método proposto oferece uma estrutura organizada para aprimorar a experiência da tese de graduação para estudantes, professores e tomadores de decisão.
Implicações da Pesquisa: As implicações do presente estudo são abrangentes no campo acadêmico e tendem a contribuir de forma direta para a sociedade científica, otimizando a realização dos trabalhos finais e contribuindo para estudantes e profissionais mais preparados para a atuação.
Originalidade/Valor: Ao tornar o processo de tese mais eficiente, esta pesquisa contribui para a melhoria da educação em engenharia e para o fortalecimento da colaboração entre universidades e indústria.
Palavras-chave: Aprendizagem Ativa, Aprendizagem Baseada em Projetos - PBL, Tese de Graduação.
RESUMEN
Objetivo: El objetivo general de este estudio es proponer un método para abordar la gestión de los Proyectos Finales de Grado, con el fin de mitigar los riesgos, facilitar la colaboración entre los involucrados y, en consecuencia, contribuir a la calidad de dichos trabajos.
Marco Teórico: El Aprendizaje Basado en Proyectos (PBL) ha ganado protagonismo en la educación en ingeniería al mejorar el conocimiento profesional de los estudiantes. Sin embargo, una revisión de la literatura revela una brecha en los estudios que abordan la gestión integrada de la preparación de tesis de grado utilizando PBL.
Método: Este estudio propone un método para gestionar eficazmente el desarrollo de tesis, involucrando a los estudiantes en proyectos colaborativos con empresas locales. Un estudio de caso aplica PBL para resolver problemas reales de la industria, alineando los proyectos de tesis con principios de gestión de proyectos.
Resultados y Discusión: La investigación presenta un mapa de proceso detallado, un diagrama que ilustra las interrelaciones entre los procesos del proyecto y un sistema digital para la gestión de la ejecución. Los resultados sugieren que este enfoque optimiza los recursos y mejora la calidad de las tesis. Además, el método propuesto ofrece un marco estructurado para mejorar la experiencia de la tesis de grado para estudiantes, profesores y responsables de toma de decisiones.
Implicaciones de la Investigación: Las implicaciones del presente estudio son amplias en el ámbito académico y tienden a contribuir de manera directa a la comunidad científica, optimizando la realización de los trabajos finales y favoreciendo la formación de estudiantes y profesionales mejor preparados para su desempeño.
Originalidad/Valor: Al agilizar el proceso de tesis, esta investigación contribuye a mejorar la educación en ingeniería y a fortalecer la colaboración entre universidades e industria.
Palabras clave: Aprendizaje Activo, Aprendizaje Basado en Proyectos - PBL, Tesis de Grado.
1 INTRODUCTION
In engineering education, student-centered teaching methods, mainly Project-Based Learning (PBL), have gained widespread adoption. Despite its popularity, universities often grapple with unforeseen challenges while implementing PBL and may revert to conventional teaching approaches (Henderson, 2012). Hence, it becomes imperative to identify, articulate, and address risk factors directly influencing the preparation of undergraduate theses. Notably, the existing literature in engineering education has shown a deficiency in addressing the risks associated with undergraduate thesis failure, with even less attention given to risk responses.
In response to this gap, the authors conducted a literature review to pinpoint key risk factors in preparing undergraduate theses. Recognizing these risks and understanding how to respond effectively can enhance success rates and establish a sustainable teaching methodology within universities.
The primary objective is to propose a comprehensive method for managing undergraduate theses by identifying and addressing risks ensuring successful collab-oration with local companies. Failure to identify and address these risk factors may lead to lowerquality projects. This study contributes to the literature by assessing the risks associated with the preparation of undergraduate thesis preparation in engineering education.
The diversity of identified risk factors underscores the intricacy of the process. Addressing most of these risks necessitates appropriate responses, justifying the need for the proposed study. Projects may falter without identifying and adequately mitigating risks, depriving students, professors, and partner organizations of anticipated benefits.
The proposed method can potentially enhance professors' and students' skills and practices, ultimately elevating the quality of undergraduate theses. It is crucial to note that the study specifically focuses on project-based learning involving collaboration with external companies. Completing undergraduate thesis projects can significantly mitigate business risks and improve quality and organizational safety.
The existing literature review revealed a lack of studies comprehensively addressing risk assessment and its impacts on undergraduate theses. In response, this study identifies risks and proposes a method to address them. The research questions guiding this study revolve around:
1 - How are the PBL projects conducted in collaboration with local compa-nies?
2 How can applying project management principles help solve practical problems in local companies during undergraduate thesis preparation?
3 - How can professors and students manage undergraduate thesis processes by using the proposed method?
The paper is organized into five sections: the first introduces the context and problem, the second presents a literature review, Section 3 outlines the methodology, Section 4 presents the results, Section 5 discusses the results, and Section 6 concludes the study.
2 THEORETICAL FRAMEWORK
Studies about PBL highlight its effectiveness in promoting active learning, critical thinking, problem-solving, collaboration, and other skills essential for academic, professional, and personal success. The importance of PBL is recognized in various educational settings to prepare students for the challenges of the 21st century. This section presents previous studies about the use of the PBL Method in Undergraduate Final Projects, UFPR - Undergraduate Final Project Report (Undergraduate Thesis), and Management of Undergraduate Final Projects.
2.1 USE OF PBL METHOD IN UNDERGRADUATE FINAL PROJECT
Incorporating PBL into undergraduate final projects enhances the educational experience by emphasizing active learning, problem-solving, and critical thinking. It prepares students for their future careers and contributes to their personal and intellectual growth. Previous significant studies about PBL are presented herein. Palmer and W. Hall (2011) presented a PBL offering in engineering at Griffith University in Australia, observing that students generally enjoyed the experience, with aspects needing improvement listed and documented. Du et al. (2013) developed a framework of change in educational culture for sustainability using a PBL methodology, inspiring curriculum design for sustainability education. García-Martín and E. Pérez (2017) presented a method to guide teachers using PBL principles and instructional design models, focusing on fundamental issues in active learning.
Marques (2018) proposed a formative monitoring method to enhance students' individual and team performance, with results indicating that PBL effectively enhanced the learning experience. Vathayan (2018) presented an experience of evolving a hybrid-teaching model over three semesters, using the action research cycle plan-act-observe-reflect. Se-tiawan (2019) conducted a study on implementing PBL, explicitly focusing on oppor-tunities and challenges, where students chose their topics and explained their prob-lem-solving approaches. Moliner et al. (2019) described the experience of using PBL in Materials Science courses conducted by Spanish universities, analyzing the percep-tions of students and lecturers in the PBL process. Schneider (2020) used PBL to enhance student engagement. Daun (2016) discussed results from the long-term application of such a course design in a graduate setting, indicating that project-based learning techniques foster different teaching goals in graduate and undergraduate settings. The study by Bhaskar et al. (2023) identified and prioritized four main inhibiting factors. Institutional-level factors have secured the highest rank, followed by technological, operational, and personal-level factors. Merola et al. 's (2022) study explores how international student satisfaction is affected by certain aspects of the learning and living experience, including university reputation, size and proportion of international students, and student gender and stage of study. Nguyen et al. (2022) provided a conceptual structure and charted the evolution of human resource management research in higher education from 1966 to 2019. The study analyses 352 publications from the Scopus database related to human resource management practices in higher education. Sousa et al. (2022) analyzed the organizational culture of two higher education institutions, one from Portugal and another from Spain, and how it has changed - or should be expected to have changed - following a modifica-tion in their legislative frameworks and mission definition, imposed coercively by their governments in the transposition of European directives.
Previous studies show that Project-Based Learning (PBL) is a teaching method involving students in investigating and solving complex, real-world problems. Vari-ous factors can influence the design of PBL, and educators need to consider these factors to create effective and engaging learning experiences. By carefully considering these factors, educators can create PBL experiences that are engaging, meaningful, and aligned with educational objectives. The flexibility of the PBL method allows for customization to suit the unique needs of students and the learning environment. However, many challenges and risks of failure exist in applying PBL. Item 2.2 presents some of the challenges and risks.
2.2 UFPR - UNDERGRADUATE FINAL PROJECT REPORT (UNDERGRADUATE THESIS)
Lekhakul and Higgins (1994) stated that engineering design had become a critical element of the undergraduate engineering curriculum. The senior design course develops project management and oral and written communication skills and enables students to learn scheduling, team coordination and cooperation, parts or-dering, and cost/performance tradeoffs. Agricola et al. (2021) showed that our supervisors' in-the-moment decisions firmly focused on student learning. Supervisors often ask questions to empower students or to increase student comprehension. These supervising strategies seemed to fit students' needs, as the latter had positive insights when their control augmented or when they received stimuli to think for themselves. Agricola (2018) et al. gathered qualitative and sixteen videotaped men-toring meetings coded in four diagnostic phases. The results were compared within and between mentors, showing that mentors asked several diagnostic questions, seldom articulated and shared their diagnoses explicitly with students, and mainly used interventions. We concluded that more support is needed for mentors who do not automatically use their diagnostic questions to formulate definitive diagnoses about students' research skills.
Bjerså et al. (2019) conducted thirteen interviews on experiences of bachelor's thesis examination. The analysis resulted in three categories: 1 Beneficial; the examination session was seen as a positive learning experience, with students showing an interest in further studies. 2 - Demotivating and containing experiences of unfairness and unnecessary aspects. 3 Improvement; suggestions were made based on the experiences of being present with beneficial and destructive elements at examination sessions. The authors concluded that students perceived the examination session as promoting learning, giving insight into scientific work, and as a forum with possibilities for improvement of their thesis. On the other hand, it could be destructive for relationships when fellow students act unfairly during the review, and the sessions must be prepared and practiced. To have a proper and fair assessment, better consensus, and standardized settings for the lecturers acting as examiners and supervisors.
Reynolds and Thompson (2011) stated that one of the best opportunities undergraduates must learn to write like a scientist is to write a thesis after participating in faculty-mentored undergraduate research. Dowd et al. (2019) studied Student Learning Dispositions and Multidimensional Profiles to Highlight Important Differences among Undergraduate STEM Honours Thesis Writers. The authors stated that various personal dimensions of students- particularly motivation, self-efficacy, and epistemic beliefs-can change in response to teaching, affect student learning, and be conceptualized as learning dispositions. Dowd et al. (2015) found that, although we cannot disentangle some gradual changes from specific interventions, students exhibited the most robust performance when participating in a course with structured scaffolding and used assessment tools explicitly designed to enhance scientific reasoning in writing. Furthermore, less prepared students exhibited more positive changes. Wang (2011) studied an online management system for undergraduates' thesis (design), which is of great significance and great practical value for improving teaching management and teaching quality.
Stappenbelt (2017) studied action learning in undergraduate engineering thesis supervision. The author concluded that the action learning environment implemented had a measurable, significant positive effect on student academic performance, their ability to cope with the stresses associated with conducting a research thesis, the depth of learning, the development of autonomous learners, and student perception of the research thesis experience. Stappenbelt and Basu (2019) studied the student-supervisor-university expectation alignment in the undergraduate engineering thesis. The authors observed that alignment between student and university expectations regarding undergraduate thesis accountabilities in the present study was generally poor. The inconsistency between supervisor and university expectations was even more significant, with academic staff assuming most of the accountability for many essential thesis activities. The post-survey discussion pointed out that the driver for this behavior was mentor expectations that undergraduate thesis re-search would contribute to publications. Taking primary accountability for core thesis tasks away from the student, although improving the chances of successful research output, diminishes the ability to assess adequate academic performance accurately. The learning intended to result from the undergraduate thesis is devalued when re-search outcomes are prioritized over the research process.
Miller and Pessoa (2016) examined students' challenges in writing organized texts using effective thesis declarations and topic paragraphs by analyzing confrontational history articles written by multilingual students enrolled in an undergraduate history course. By identifying these challenges, the authors aimed to help teachers and students create a meta-language to mention these textual features of academic writing and thus improve the teaching and writing of academic writing. They call for explicit instruction to enhance students' organization of their ideas.
2.3 MANAGEMENT OF UNDERGRADUATE FINAL PROJECTS
Managing undergraduate final project reports is essential for academic assessment and the holistic development of students. It equips them with valuable skills and experiences in their academic and professional journeys. Shaw et al. (2013) investigated the student experience across a diverse range of fourth-year undergrad-uate research programs in one Australian university. They explored how this prepared students for further research study. Brewer et al. (2012) investigated student and supervisor perceptions of undergraduate research using online surveys and telephone interviews. Essential differences between student and supervisor perceptions of undergraduate research were identified. Sodhar et al. (2020) focused on issues and challenges that are faced by undergraduates when they select a project. The authors investigated the writing proposal of selection of the project, lack of good knowledge about the project, lack of ability to find related references, lack of research interest, lack of understanding of the subject matter, and lack of time. The suggestions and recommendations were also provided.
3 METHODOLOGY
The study adopted the approach of building theory from Case Study Research proposed by Eisenhardt (1898), Baxter and Jack (2010), Yin, R. (2014), and Hancock et al. (2021). It combined data from archives, interviews, and observations in conducting PBL projects.
3.1 POPULATION AND SAMPLE
The sample for the study was the PBL process utilized in the engineering course from the population of courses of a specific university. The number of stakeholders participating in the study is listed in Table 1.
These stakeholders were selected based on their expertise. The sample size is appropriate and significant since all the interested parties are covered.
3.2 INSTRUMENTS AND TOOLS
A process map was created to comprehend the variables involved, and a face-to-face interview was conducted to pinpoint details of the processes and the potential risks in each step.
3.3 DATA COLLECTION
Data were collected from archives, interviews, and observations during the process. Risk factors were compiled by referencing existing literature and the process map. Participants, including students, professors, and organizational leaders, were surveyed to ascertain the probabilities associated with these risk factors.
3.4 DATA ANALYSIS & ACTIONS
Ultimately, risk responses were formulated to address those risks identified by participants.
4 RESULTS
This section shows the process map, a chart with the process groups involved in the Undergraduate Final Project Reports preparation, details of each process, the risks, the actions to mitigate or avoid the risks, and the proposed digital process to manage the processes presented in the chart with the processes groups.
4.1 PROCESS MAP
The detailed process map outlining the step-by-step execution of the Undergraduate Final Project Reports is presented in Figure 1.
4.2 PROCESSES GROUPS
The Processes Groups involved in preparing the Undergraduate Final Project Reports are presented in Figure 2.
It starts with the initiation phase, where the GFRP Charter is prepared and stakeholders are identified. In Phase 2, the Planning (GFRP Plan) is prepared, starting with the scope (collect requirements, define the scope, and create WBS), then the schedule preparation (definition of actions, sequencing, and duration of activities), the definition of stakeholders (define stakeholder management plan), Quality plan (Define Quality requirements), Communication plan (Define communication plan) and finally the Risks identification (Plan, identify, analyze, define risk responses). Phase 3 is the Execution Phase, with the collection and distribution of information, management stakeholders, and the management of Schedule and Quality. In Phase 4, the monitoring and control happen, with the control of scope, risk, quality, schedule, and stakeholders. In Phase 5, the finalization of the GFRP, with the technical solution, preparation of the final GFRP, and paper. The Evaluation happens in three Steps. The first one is the Preparation of the GFR Plan; the second is the intermediate Evaluation with the presentation of GFRP by the student to the mentor professor and the Final Evaluation, with the course completion work (GFRP report) presentation to the examining board. The process must be documented in an electronic format, such as Google Form or another similar one.
4.3 PROCESSES DETAILS
4.3.1 Initiation Processes Group
Tables 2 and 3 show the processes that are part of the initiation group, the benefits / success factors, what could go wrong, the consequences and actions to avoid or mitigate risks. Table 2 shows that preparing a charter for an undergraduate final project report or thesis is vital because it helps to attain the benefits described in the second column. The third column shows the risks factors leading to process failure. The last column shows the actions to avoid or mitigate risks.
Table 3 shows the process of identifying stakeholders. The second column shows the benefits in preparing an undergraduate final project report or thesis. Students can identify stakeholders by brainstorming a list of all the individuals and organizations that could be affected by or interested in their project. They can also consult with their supervisor or other faculty members for guidance. Once stakeholders have been identified, students should develop a plan for communicating with them and keeping them updated on the progress of their project. This may involve regular meetings, email updates, or other forms of communication. By identifying and communicating with stakeholders, students can ensure that their final project report or thesis is relevant, helpful, and of high quality. The third column shows the risk factors. The last column shows the actions to avoid or mitigate risks.
4.3.2 Planning Processes Group
Tables 4, 5, 6, 7, 8, and 9 show the processes that are part of the planning group, the details and importance, what could go wrong, and the consequences and actions to avoid or mitigate issues are detailed in
Table 4 shows the process scope planning. The scope of an undergraduate final project report or thesis plays a crucial role in the planning process, offering several benefits as listed in the second column. A good scope is crucial for planning an undergraduate final project report or thesis. It ensures that research is focused, feasible, and relevant and aids in time management and resource allocation. By defining a clear scope, the stage for a well-structured, high-quality, and impactful project is set that aligns with the academic and career goals. The third column shows that issues may arise if it's not done carefully. The last column shows the actions to avoid or mitigate risks.
Table 5 shows the process of Quality Planning. The second column illustrates the indispensability and benefits of delineating quality requirements in the strategic planning of an undergraduate final project report or thesis for various reasons. Defining quality requirements when planning for an undergraduate final project report or thesis is crucial for ensuring the work's quality, professionalism, and credibility. It provides a framework for maintaining consistency, minimizing errors, and meeting academic standards. Adhering to these requirements enhances the research's overall quality and impact, benefiting academic journey and future career prospects. The third column illustrates various potential challenges associated with the preparation of a scope for an undergraduate final project report or thesis and the common pitfalls to be mindful of. The fourth column shows the actions to avoid or mitigate risks.
Table 6 shows the process of Schedule Planning. The second column illustrates the benefits of establishing a robust schedule in planning an undergraduate final project report or thesis and the benefits. The third column presents an overview of challenges and potential issues that may arise when formulating a schedule for planning an undergraduate final project report or thesis. The last column shows how to address these potential issues.
Table 7 shows the process of Communication Planning. The second column illustrates the paramount significance and benefits of effective communication in planning an undergraduate final project report or thesis. The third column illustrates several communication challenges and issues that may arise when planning for an undergraduate final project report or thesis. The last column shows the actions to avoid or mitigate risks.
Table 8 shows the process of Stakeholders Planning. The second column illustrates the essentiality and benefits of stakeholder definition in the planning of an undergraduate final project report or thesis. The third column illustrates that in planning an undergraduate final project report or thesis, the essential task of defining stakeholders is accompanied by various challenges and issues. The last column shows the actions to avoid or mitigate risks.
Table 9 shows the process of Risk Planning. The second column illustrates the benefits of delineating risks in planning an undergraduate final project report or thesis. The third column shows several challenges and issues that can arise when defining risks in planning an undergraduate final project report or thesis. Being aware of potential pitfalls is essential to manage and mitigate risks effectively. The last column shows rhe actions to avoid or mitigate risks.
4.3.3 Execution Processes Group
Tables 10, and 11 shows the processes that are part of the execution group, benefits / success factors, what could go wrong and the consequences and actions to avoid or mitigate issues. Table 10 shows the process of distributing information and managing stakeholders. The second column shows the benefits of distributing information and managing stakeholders when preparing Undergraduate Final Project reports. The third column shows that distributing information and managing stakeholders during the preparation of Undergraduate Final Project reports can be complex, and various challenges may arise. The last column shows the actions to avoid or mitigate risks.
Table 11 shows the process of Schedule Management. The second column shows the importance of effective schedule management in the preparation of Undergraduate Final Project reports. The third column presents an overview of various challenges and pitfalls encountered in managing schedules while preparing Undergraduate Final Project reports. The last column shows the actions to avoid or mitigate risks.
Table 12 shows the process Quality Management. The second column shows that quality management is crucial during the preparation of Undergraduate Final Project reports. The importance of quality management when preparing Undergraduate Final Project reports lies in developing essential skills, demonstrating academic rigor, and establishing credibility. It sets the stage for students to succeed academically and professionally. The third column shows several challenges and issues that may arise when managing quality while preparing Undergraduate Final Project reports. It is essential to be aware of these potential pitfalls to address them effectively. The last column shows the actions to avoid or mitigate risks.
4.3.4 Monitoring Processes Group
Monitoring and controlling the planning and execution processes while preparing Undergraduate Final Project reports are crucial aspects of project management. These activities help ensure the project stays on track, meets its objectives, and is completed successfully. Here are some key reasons why monitoring and control are essential: 1 Progress Tracking: Monitoring allows the tracking of project progress in real-time. Regularly assessing the adherence to the schedule and completing tasks can identify deviations from the plan early on. 2 Risk Management: Monitoring provides an opportunity to identify and assess potential risks. It is possible to proactively address issues before they escalate by staying vigilant and minimizing the impact on the project timeline and outcomes. 3 Resource Management: Efficient control ensures that resources, including time, personnel, and materials, are utilized effectively. This prevents resource shortages or overruns and helps maintain the project budget and timeline. 4 Quality Assurance: Monitoring and control processes contribute to maintaining the quality of the project work. Regular assessments allow for identifying any deviations from quality standards and take corrective actions to ensure the final project meets the required standards. 5 Adherence to Scope: Controlling the project helps ensure that the work stays within the defined scope. Changes to the project scope should be carefully evaluated, and any adjustments should be documented and communicated to stakeholders to avoid scope creep. 6 Communication and Collaboration: Regular monitoring facilitates effective communication with project stakeholders, including advisors and team members. Clear communication helps ensure that everyone is on the same page regarding project goals, timelines, and any challenges that may arise. 7 Decision Making: Monitoring provides the information needed for informed decision-making. If issues or changes are identified, having up-to-date information allows making timely decisions and take appropriate actions to keep the project on track. 8 Client or Advisor Satisfaction: Continuous monitoring allows prompt addressing of concerns or feedback from project advisors or clients. This ensures that the final project aligns with their expectations and requirements. 9 Identifying and Addressing Bottlenecks: Monitoring helps identify potential bottlenecks or areas where progress is slower than anticipated. Addressing these issues promptly can prevent delays and keep the project moving smoothly. 10 Learning and Improvement: The monitoring and control processes provide valuable insights into the project management process. By reflecting on the successes and challenges encountered during the project, future project improvement areas can be identified.
Monitoring and controlling the planning and execution processes are integral to the success of Undergraduate Final Project reports. These processes help maintain project quality, manage resources effectively, and ensure the project stays aligned with its goals and objectives. Regular assessments and adjustments contribute to a more successful and well-executed final project.
4.3.5 Closure Processes Group
Closure or finalization processes are crucial during the preparation of Undergraduate Final Project reports as they mark the formal conclusion of the project and encompass several essential aspects that contribute to the project's overall success. Here are key reasons why closure processes are essential: 1 Documentation Completion: Closure processes ensure that all project documentation, including the final project report, is completed and compiled. This step is critical for creating a comprehensive record of the project, its objectives, methodologies, findings, and conclusions. 2 Review and Evaluation: The closure phase provides an opportunity for a thorough review and evaluation of the entire project. This includes assessing whether the project goals and objectives were met, reviewing the project timeline, and evaluating the quality of the work. 3 Lessons Learned: Closure processes allow for reflecting on the project and identifying successes and challenges. This "lessons learned" analysis is valuable for personal and professional development, helping you understand what worked well and what could be improved in future projects. 4 Feedback and Evaluation from Stakeholders: Seeking feedback from project advisors, peers, and other stakeholders is essential to the closure process. Understanding their perspectives provides valuable insights that can be used to refine future projects and enhance skills. 5 Formal Presentation or Defense: Closure often involves a formal presentation or defense of the final project report. This provides an opportunity to showcase work, explain methodology and findings, and respond to questions from project advisors or evaluators. 6 Client or Advisor Satisfaction: The closure phase allows for addressing any remaining concerns or feedback from project advisors or clients. Ensuring their satisfaction with the final project report is essential for the work's overall success and reception. 7 Archiving and Record Keeping: Closure processes involve organizing and archiving projectrelated materials. This is essential for future reference, primarily if the project serves as a foundation for further research or if there is a need to revisit the work later. 8 Ethical Considerations: Closure processes may include considerations of ethical implications related to the project. This includes ensuring proper acknowledgment of sources, obtaining necessary permissions for data use, and addressing any ethical concerns that may have arisen during the project. 9 Transition to Next Steps: For many undergraduate projects, closure also involves transitioning to the next steps in the academic or professional journey. This may include graduation, entering the workforce, or pursuing further education. Proper closure helps mentally and practically transition to these subsequent phases. 10 Celebration and Recognition: Closure provides an opportunity to celebrate the completion of an undergraduate project. Recognizing and acknowledging hard work and accomplishments is essential for personal satisfaction and motivation.
Closure processes are integral to the successful completion of Undergraduate Final Project reports. They ensure the project is well-documented and thoroughly evaluated. The closure also allows for celebrating achievements and transitioning to the next academic or professional journey phase.
4.4 DIGITAL PROCESS
Figure 3 shows an example of the proposed digital process to manage the processes presented in this study. Records generated in the execution of the processes are uploaded into a database within specific folders. Implementing a digital process can significantly enhance the management of Undergraduate Final Project report preparation. Implementing a digital process improves efficiency and prepares students for a digital work environment, where collaboration and effective use of digital tools are increasingly essential skills. Additionally, it can simplify administrative tasks for faculty members involved in project supervision and evaluation.
Google Classroom can be a powerful tool for managing Undergraduate Final Project report preparation. Google Classroom for this purpose can be used in the following way: 1 Class Creation: Create a Class: Set up a dedicated Google Classroom for each batch or group of students working on their final projects. 2 Document Sharing and Collaboration: Google Drive Integration: Integrate Google Drive into Google Classroom to facilitate seamless document sharing and collaboration. Each student or group can have a folder for their project within a shared Google Drive. 3 Announcements and Communication Announcements: Use the Announcements feature in Google Classroom to communicate important information, deadlines, and updates to all students simultaneously. 4 Classroom Comments: Encourage students to use the built-in commenting feature for discussions and questions related to the project. 5 Assignment Creation: Create Assignments: The Assignment feature outlines project milestones, submission deadlines, and specific requirements. Attach relevant documents or templates to provide guidelines for the project. 6 Submission and Feedback: Digital Submission: Students can submit their project reports digitally through Google Classroom. This streamlines the submission process and provides a clear record of all submissions. 7 Feedback and Grading: Faculty members can use the comment feature to provide feedback on the submitted reports. Grading rubrics or comments can be attached directly to the assignment. 8 Calendar Integration: Google Calendar: Integrate Google Calendar to keep track of important dates, such as project deadlines, presentations, or meetings. This helps students and faculty stay organized. 8 Video Conferencing: Google Meet Integration: If the project involves presentations or meetings, integrate Google Meet for virtual presentations or discussions. This allows for real-time interaction and collaboration. 9 Access Control and Security: Access Permissions: Set access permissions to ensure that only authorized individuals, such as students, faculty, and project advisors, can access Google Classroom and associated documents. 10 Archiving: Archive Classrooms: At the end of each academic term or project cycle, archive the Google Classroom to maintain a record of the project activities. This makes it easy to refer back to previous projects for future reference. 11 Mobile Accessibility: Mobile App: Google Classroom has a mobile app that allows students and faculty to access project-related information, announcements, and documents on the go. 12 Integration with Other Google Services: Integration with Google Forms: If surveys or feedback forms are part of the project, integrate Google Forms for data collection. 13 Integration with Google Sheets: Use Google Sheets for any spreadsheet-related tasks, data analysis, or project management tracking. 14 Parental Access (if applicable): Guardians and Notifications: If applicable, enable guardians to receive notifications and updates regarding their student's progress in Google Classroom. Using Google Classroom, it is possible to centralize project management, streamline communication, and create a digital environment that fosters collaboration and efficient organization of undergraduate final projects.
5 DISCUSSION
As articulated in the introductory section, the study not only introduced but also delineated a comprehensive process map designed for executing Project-Based Learning (PBL) projects in collaboration with local companies within the context of undergraduate thesis preparation. This structured method incorporates project management principles, thereby serving as a dynamic framework to address practical challenges encountered by local companies during the undergraduate thesis preparation phase. The proposed approach recognizes the symbiotic relationship between academic endeavors and real-world problemsolving, aiming to foster a mutually beneficial collaboration between educational institutions and local industry stakeholders.
The central premise of this method lies in the integration of PBL principles, emphasizing student engagement in hands-on, experiential learning. By aligning academic pursuits with local companies' practical needs, students can apply theoretical knowledge to authentic, industry-specific challenges. Simultaneously, local companies stand to benefit from the innovative solutions and fresh perspectives that emanate from the academic research conducted by the students.
Furthermore, the study elucidates by a charter, showing groups of processes, how applying project management principles enhances the efficacy of the proposed PBL method. By emphasizing aspects such as scope definition, objective setting, meticulous planning, resource management, and effective communication, the project management framework ensures a systematic and well-organized approach to undergraduate thesis preparation. This not only facilitates the seamless execution of projects but also contributes to developing critical project management skills among students.
The latter part of the study delves into the roles of professors and students in effectively managing the undergraduate thesis process within the outlined framework. The proposed digital process envisions professors as facilitators and guides, orienting students, aiding in project scoping, providing mentorship, and ensuring ethical considerations are upheld. Additionally, professors play a pivotal role in structuring timelines, offering valuable feedback, and overseeing the culmination of the thesis through defense preparation and final submission. Conversely, students are positioned as active participants in their educational journey, engaging in early planning, topic selection, and collaborative relationships with industry mentors. The structured timeline management, resource utilization, and meticulous execution of research methodologies underscore the student's commitment to producing high-quality work. Furthermore, the study underscores the importance of students embracing reflective practice, maintaining journals, and providing feedback on the overall thesis process, thereby contributing to a continuous improvement cycle.
In essence, the study introduces a methodological framework and positions it as a symbiotic nexus where academic rigor converges with real-world problem-solving. Integrating PBL principles and project management strategies not only enriches the educational experience for students but also empowers local companies to address practical challenges through innovative solutions generated by the next generation of professionals. This holistic approach to undergraduate thesis preparation underscores the interconnectedness of academia and industry, fostering a collaborative environment that benefits both stakeholders in pursuing knowledge and practical problem-solving.
6 CONCLUSION
Applying the proposed method in preparing the undergraduate thesis report process fills a gap in literature since no previous work has dealt with this subject. In response to the first question, "How are the PBL projects conducted in collaboration with local companies?" A process map was prepared showing the steps involved. It shows that Project-Based Learning (PBL) projects conducted in collaboration with local companies involve students working on real-world problems, applying theoretical knowledge to practical situations. The collaboration benefits both students and companies, providing students with hands-on experience and companies with innovative solutions. By following this structured process, PBL projects conducted in collaboration with local companies create a dynamic learning environment, fostering collaboration, critical thinking, and practical problem-solving skills among students. Additionally, companies benefit from fresh perspectives and innovative solutions to real-world challenges.
In response to the second question, " How can applying project management principles help solve practical problems in local companies during undergraduate thesis preparation? Applying project management principles during undergraduate thesis preparation in local companies can offer several benefits, helping to address practical problems and enhance the overall research process. Applying project management principles creates a structured and systematic approach to undergraduate thesis preparation, improving the likelihood of success and effectively addressing practical problems.
In response to the third question, "How can professors and students manage undergraduate thesis processes using the proposed method?" Managing the undergraduate thesis process requires a structured approach involving professors and students. By following the proposed digital method, professors and students can contribute to a well-structured and successful undergraduate thesis process. Regular communication, early planning, and a focus on feedback and improvement are critical elements in managing the thesis process effectively.
The proposed method revealed some crucial results, thus contributing to previous studies on the subject and may help overcome some of the challenges of professors, students, and other professionals looking for quality education. The study was conducted based on the experience and knowledge of professors and students. The present study is believed to augment the knowledge of engineering school professors, students, and coordinators and help use the proposed process. As the Introduction Section explains, several papers have been published addressing PBL use in different domains in recent years. However, no previous study related to identifying risks in applying for an undergraduate thesis could be found. Notably, this paper proposes an optimized approach that could be used in any university or teaching organization.
This proposed method can guide the universities under the traditional teaching process to achieve quality improvement. That helps to impact results, representing considerable teaching gains. The proposed method, enhanced by improved communication, enables any university to increase efficiency in education. This study shows evidence that the quality of the process is affected by several factors, some of which can compromise the reliability of the teaching institution. In this regard, process analysis played a crucial role in understanding and implementing actions to improve it.
Scope for future research: This study opened some new research avenues. Opportunities for other case studies are abundant. They could be related to a broader application of risk analysis of undergraduate thesis reports in specific cases, enhancing the current method and reducing the risk of failures.
ACKNOWLEDGEMENTS
This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Finance Code 001. And also, by Fundação de Amparo à Pesquisa do Estado de Minas Gerais (FAPEMIG).
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