Integrating Industry 4.0 in higher education using challenge-based learning: An intervention in Operations Management

The data analysis process was based on a six-phase thematic analysis approach (Braun and Clarke, 2006) using NVivo software. The analysis involved an iterative process of coding, categorization of codes into overarching themes, and naming of final codes and themes.

The results identified a range of themes and codes regarding how students experienced CBL. Overall, some similarity exists among the experiences reported by different teams. Using a six-phase thematic analysis (Braun and Clarke, 2006) and NVivo software, we identified four main themes that relate to 1) ‘The challenge’, 2) ‘Teamwork’, 3) ‘Feelings’ and 4) ‘Challenge-based learning’.