Problem-Based Learning (PBL), a teaching and learning innovation based on the constructivist theory of learning, is to foster creative and independent learning. This paper discusses results of a research study set up to explore the obstacles to the implementation of PBL in three local universities of Hong Kong. The research took place in two stages, with interviewing followed by questionnaire administration. A total of 30 PBL tutors from three local universities were interviewed. Interview data indicate that there are three major factors hindering the successful implementation of problem-based learning, namely resources, staff appraisal system, and student responses to PBL. Based on the interview findings, a PBL teachers experiences questionnaire was generated. A total of 19 returns (67 percent response rate) were received. Analysis of the questionnaire data indicated that certain factors played a more important role in PBL implementation: culture of the universities (PBL versus non-PBL) and the experiences of faculty members (experienced versus non-experienced). PBL and non-PBL based universities differed in resource support and student acceptance, but they shared the commonality that the teaching reward system had a detrimental effect on the PBL initiative. Younger faculty members were more susceptible to change but they required a more supportive system.

The aim of this study was to obtain insight into the effect of a quality assurance system on the implementation of a PBL teaching strategy in courses in three Hong Kong universities. A total of nine research teams (each consisting of a few PBL-tutors) were involved. Before the implementation of PBL, the tutors attended specific orientation and training sessions on PBL. Twenty-one tutors were randomly selected for interview after the implementation. The results indicate that the quality assurance system within most institutions does affect the implementation of PBL. The reliance on research output and a standardised student feedback questionnaire as indicators of staff performance do have a detrimental effect on the implementation of PBL. On the other hand, resources and class size also have a direct effect on the willingness of academic staff adopt the PBL approach in teaching. Finally, student factors also play an important role in the successful implementation of PBL. To be successful PBL tutors need to be supported by a clear message from the university quality assurance system that this is the way to go forward. Without taking this seriously into consideration, one could predict serious difficulties in promoting PBL in the education sector.