## 3 Results and Discussion
### Challenges That the Engineering Approach Initiates (RQ2)  
The data analysis identified five categories of challenges that an SBC project can present to the students and the course instructors. The first two categories include communication (1) and guidance (2) challenges, the third category, learning (3), includes a broad set of challenges connected to lecture content and timing, the fourth category, planning (4), includes challenges associated with planning and logistics, and the fifth category addresses collaboration (5). Note, that we also discuss potential solutions and support that may address and solve the identified challenges. The data collected from the interviews and from the student articles shows that the main challenges in the communication category are conveying the message about the instructor's readiness to help and presenting the opportunities of the technology applications. The instructors should carefully present the available communication channels at the very beginning of the course, explicitly inviting the students to use them, and provide periodic reminders to do so during the entire course. It is clear that having access to various ways of quality and timely communication is valued highly by the students. These responses show that the respondents find the guidance useful in general. The wish that was expressed most clearly and most often was the desire for practical guidance during the building phase. It is also interesting to note that, in retrospect, the students appreciate the balanced and friendly pressure by instructors that can steer them into the right direction. Addressing the challenges in the guidance (2) category is a more difficult task. Depending on the skills and willingness of the students, it is best addressed by presenting them with a set of application examples, and a suitable presentation of pointers to the literature on previous research. The interview respondents also identified the need for better guidance through the initial phases of their projects. This calls for the instructors to carefully monitor the students' progress during the entire course, catch any unwanted deviations from the optimal path, and provide discreet and decisive guidance in a timely manner. The latter can pose an additional challenge to the instructors if the course students-per-instructor ratio is too high. The next category (3) includes challenges related to the learning process itself. The data analysis reveals that the interview responses and the students' articles identify a broad spectrum of those challenges. Most of the identified challenges are related to difficulties with connecting the theory to practice, and bridging the gap between \"theory\" and the \"real world\". Addressing challenges of this type can be demanding for an instructor and the students, as it depends a great deal on the previous skills, the students' abilities, and networks. The subsequent data analyses show that most of these challenges are best addressed by the efficient use of communication channels and providing individual support in form of scaffolding instructions [30]. These responses clearly reflect the need for regular and frequent personal contact and the constant availability of the instructor, but there is also a strongly expressed wish for hands-on experience, a visual explanation of concepts, and a more in-depth presentation of the project-organization skills. The responses also contain ideas for solving some of the learning challenges, such as providing a concrete form for how to proceed in the project-related problem solving. Further responses indicate the difficulty with identifying the goals set during the course, and show that the students find following the procedure of concept synthesis difficult. Even when they do master it, some of them still have difficulties executing the appropriate number of the design-loop iterations. A negative consequence of this is a failure to produce a clear concept idea, and thus a failure to properly document and execute the selected concept.