Purpose The purpose of this paper is to better understand what helps and hinders the engagement of students in a project-based learning (PjBL) approach as the sole mode of teaching and learning for the entire first year of a Bachelor of Applied Management. Design/methodology/approach This study takes an action research approach by investigating the perceptions of students of an interdisciplinary PjBL programme, and then taking action and responding to the students. Students were asked to share their experiences through a series of surveys spanning the first two years of the programme’s introduction. Findings Results indicate that there were significant challenges associated with the introduction of a PjBL programme. Students expressed both their positive and negative experiences in relation to working in groups, the way the programme and projects were designed and how the programme was communicated and integrated. The comments and suggestions students made led to a number of recommendations to further improve student engagement and learning outcomes. Research limitations/implications The research was conducted at a state-funded tertiary provider located in New Zealand and may not necessarily be applied to other geographical regions or cultures. Practical implications The results and recommendations have value for international education in business providers that are interested to introduce or further develop an interdisciplinary PjBL approach. Social implications Further understanding of how students may be further engaged has value for a variety of different contexts where engagement and motivation feature as a desired outcome. Originality/value This research study contributes to the understanding of how PjBL can be implemented to increase student motivation and engagement, and the insights provided practical suggestions for similar programmes of an interdisciplinary nature.

中文翻译：

---

分析学生的看法以增强参与度：基于项目的跨学科学习计划

目的本文的目的是更好地理解什么有助于和阻碍学生参与基于项目的学习（PjBL）方法，将其作为应用管理学士学位整个一年级的唯一教学方式。设计/方法论/方法本研究采用行动研究方法，即调查跨学科PjBL计划的学生的看法，然后采取行动并回应学生。要求学生通过该计划引入头两年的一系列调查来分享他们的经验。调查结果表明，与实施PjBL计划相关的重大挑战。学生表达了与小组合作有关的正面和负面经验，程序和项目的设计方式以及程序的传达和集成方式。学生提出的意见和建议导致了许多建议，以进一步提高学生的参与度和学习成果。研究的局限性/意义该研究是在新西兰的一家国家资助的高等教育机构中进行的，不一定适用于其他地理区域或文化。实际意义这些结果和建议对于有兴趣引入或进一步发展跨学科PjBL方法的商业提供者具有国际价值。社会影响对学生如何进一步参与的进一步了解对于各种不同的情境都具有价值，在这些情境中，参与和动机是理想的结果。