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In Business Process Management (BPM), acquiring knowledge and skills through active experience is advisable and necessary due to its applied nature. This paper presents a case study of Project-Based Learning (PBL) in BPM as an effective and engaging teaching method for interdisciplinary groups. We summarize our experiences while implementing the ‘Business Process Reengineering’ course. The paper describes the project content and discusses selected aspects of its performance across three course iterations. We analyze 30 student projects, highlighting the benefits of the PBL approach. Additionally, we share the advantages and challenges encountered during this process. Our case study demonstrates that PBL can significantly enhance BPM education, aligning it more effectively with the evolving demands of both students and the business environment. This is achieved by supporting interdisciplinary learning, promoting the practical application of process improvement techniques, fostering advanced thinking skills, and reinforcing the teacher’s role as both instructor and mentor.

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Project-Based Learning in BPM for Interdisciplinary Groups — Teachers’ Experience

  • 会议论文

  • 发表日期：

    2026年

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  • Katarzyna Gdowska,
  • Edyta Brzychczy,
  • Krzysztof Kluza

摘要

In Business Process Management (BPM), acquiring knowledge and skills through active experience is advisable and necessary due to its applied nature. This paper presents a case study of Project-Based Learning (PBL) in BPM as an effective and engaging teaching method for interdisciplinary groups. We summarize our experiences while implementing the ‘Business Process Reengineering’ course. The paper describes the project content and discusses selected aspects of its performance across three course iterations. We analyze 30 student projects, highlighting the benefits of the PBL approach. Additionally, we share the advantages and challenges encountered during this process. Our case study demonstrates that PBL can significantly enhance BPM education, aligning it more effectively with the evolving demands of both students and the business environment. This is achieved by supporting interdisciplinary learning, promoting the practical application of process improvement techniques, fostering advanced thinking skills, and reinforcing the teacher’s role as both instructor and mentor.