بازتاب توسعه مدرک دکترای مدیریت پروژه
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|3200||2008||10 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : International Journal of Project Management, Volume 26, Issue 3, April 2008, Pages 316–325
The history and development of a globally offered on-line professional doctorate in project management (the DPM) is discussed from its inception in 1998/1999 to the end of 2007. Insights are provided into (1) the identified initial perceived need for the program and its rationale, (2) its development, and (3) its continued evolution over the past 6 years of its delivery. The DPM at RMIT is a vibrant doctoral program with eight completions (as on December 2007) and a further 20+ candidates in the pipeline. The program is highly intensive for both candidates and supervisory staff with identified challenges needing to be overcome situated across administrative, internal academic-political, resource provision, candidate recruitment and support mechanism dimensions. The DPM is a niche academic program that faces a number of challenges that need to be considered when contemplating scaling up the program elsewhere. Lessons learnt from this paper provide useful insights to any education providers contemplating initiating such an academic program. Project management practitioners may find the paper stimulating a desire in them to consider the value of undertaking a practice-based doctoral research degree similar to that described.
Project management (PM) may be understood as having evolved from the military application of science to logistics and development of supporting infrastructures. History records many examples of this from the way that Greek, Persian and Roman armies planned and delivered their battle plans and campaigns. However, the PM profession has mainly evolved into its more recent form over the last 50 years from an offshoot of systems thinking applied to the delivery of technology development, engineering and construction projects  and  to a management-by-projects concept, recently becoming popular and recognised by business . The movement towards PM practice being treated as a professional discipline in its own right is gaining pace – rather than remaining in the realm of the accidental project manager . There is a growing perception of a need for greater levels of sophistication of project managers in their appreciation of the tools and techniques of PM and a widening of topics of PM study  and . This is evidenced by the development of post graduate degree courses, the recent ‘Project Management Conference: Excellence in Teaching and Learning’ held at Bournemouth University during September 13th and 14th 2007, the re-thinking PM work, and the bodies of PM knowledge that underpins the training, skills and professional development in managing projects recognised and facilitated by PM professional bodies. Additionally, there has been a call by leading PM academics ,  and  for project managers to become what Schön  calls reflective practitioners. The educational response to this call has been the creation of a number of post graduate educational programs. Australia for example has offered a Master of Project Management (MPM) degree for almost two decades.1 This situation is similar to other parts of the world. For example during the late 1970s there were master degree programs in construction management in the UK and Canada. This trend undertook a further development in 2001 with the first Doctor of Project Management program2 in the world being offered in Australia by RMIT University  and this was quickly followed by UTS in Sydney. Currently several universities offer a DPM degree. For several decades PM professionals have been undertaking PhD programs with PM topics. The concept of post graduate study at this level in PM is now becoming better understood with three types of PM doctoral level degrees: the DPM, the Doctor of Business Administration (DBA) with a PM emphasis3 and the PhD (with PM topics being specifically investigated). Individual doctoral programs continue to evolve. This paper provides some reflections and insights from one of the available doctoral programs that pioneered the concept of the DPM in 2001. The paper is therefore a single case study of tracing the development and business case that was argued for this world’s first DPM degree. Data used are drawn from university documentation that includes reflections and file notes of the internal program champion (the author) and developer. A single case study is recognised by Yin  as a valid way to investigate a unique or rare event/phenomenon. The value of the paper is that it traces the history of its genesis during 1998/1999 and its development to the end of 2007 in which eight candidates have successfully competed their DPM with an immediate pipeline of around 3–4 completions per year that will rise as the current intake in this program reaches around 10 candidates per year. Lessons and insights learned from this journey may be useful to others contemplating developing a similar educational program, or those practitioners interested in partaking in this kind of study.
نتیجه گیری انگلیسی
The purpose of this paper was to document a history and reflective evaluation of the DPM program. Many PM academics around the world will continue to develop similar programs and so it is anticipated that lessons learned from this example will be useful and valuable. For those universities offering PhDs or DBAs with PM emphasis, this paper will provide a useful model to benchmark against and also they may benefit from the experience and insights shared in this paper. The DPM program can be viewed as having been successful from a number of perspectives. First it is an innovative program that has generated to date 8 successful candidates who have been externally examined using procedures completely consistent with PhD examination processes. Second it is a global program offered on-line with a wide variety of candidates bringing cultural perspectives, experience and proactive from each of the inhabited continents. Third it has contributed to the PM body of knowledge through the theses and published peer-reviewed papers. It has been successful from feedback from the eight graduates so far in terms of their career development, sense of personal satisfaction and achievement and they claim (substantiated by the thesis work) that they have substantially honed their reflective practitioner skills and modes of critically analysing PM processes and outcomes. In summary they have become successful adult learners as represented in Fig. 1. The DPM program shares many similarities with a PhD and a DBA with a PM focus, but it has evolved into a unique program. Its design has attempted to introduce cutting-edge PM theory to candidates so that they can use these frameworks to help them make sense of their lived reality of PM. This presents elements of situated learning that has been described by Lave and Wenger  and Sense , , , ,  and . This provides a powerful means for an andragogical approach to learning. It is not without its challenges though. The supervision constraints, particularly those experienced and knowledgeable in the use of a variety of qualitative approaches such as action research, SSM and grounded research using phenomenology for example  are mirrored by a lack of capacity to examine the number of potential DPM graduates. Also the institutional resource allocation barriers that have been experienced also pose potential constraints that potential deliverers of such programs should consider. The cautionary notes that were presented include capacity problems for delivering programs and their sustainability. These may seem alarmist but they are real. With the recent global surge in students and PM professionals gaining master’s degrees that would be recognised by universities such as RMIT and a large range of other similar standard institutions, one has to consider how programs such as the DPM, DBAs with a PM focus and PhDs in PM topics could be effectively resourced through the life cycle of supervision and examination. This paper provides a glimpse into a possible future where doctoral PM study could provide a niche place in PM professional excellence capacity building but it also argues that this is unlikely to be a smooth path with capacity problems of its own potential success a dangerous dark cloud on the horizon.