As a promising educational approach, PBL (Problem Based Learning)has been adopted by an increasing number of higher education institutionsworldwide to replace the traditional lectured based educational approach.However, the organizational change towards PBL is not easy for higher educationinstitutions, especially for those with a long history of Lecture BasedLearning. Therefore, it is necessary to investigate the challenges andobstacles for higher education institutions which are implementing PBL. Inorder to address the research concern, this book involves in an intensiveexploration of two universities which are transforming their traditionaleducational approaches to PBL. Specifically, this book is concerned with howmanagers, staff members, and students interpret PBL and its implementation. It revealsthat the challenges for implementing PBL are closely linked to organizationalmembers? conception of PBL, social learning and motivation at the university.The conclusions are specified as: firstly, the organizational members?understanding of PBL and social learning are quite diverse, and some of themare not consistent with the managerial attempts. They may create huge tensionsor chaos at the university, depending on which strategy the mangers haveemployed. Further, the organizational members? understandings of PBL are moreconcerned with teaching and curriculum design rather than learning, whichshould be highlighted within PBL context. Besides, staff members have tostruggle between different roles due to the complexity of the university inmodern society, and some tasks such as researching will distract them fromparticipating in teaching activities and thus undermine PBL implementation.Finally, the university has to make reflections on how to keep a balancebetween the use of normative approaches to guarantee organizationaleffectiveness and the intention of giving staff more freedom to makeinnovations and create new possibilities.