چالش های آموزش و یادگیری در مدیریت پروژه
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|3298||2011||11 صفحه PDF||سفارش دهید||6830 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : International Journal of Project Management, Volume 29, Issue 3, April 2011, Pages 268–278
This paper seeks to examine how considerations of future pedagogy will impact on the student experience. This examination utilises data gathered from a survey of students studying project management. The data are analysed using CATPCA in order to establish the key components of students' experiences. Overall, two key components emerged from the data (representing students' perceptions of what is significant in their project management learning experiences). The first component, transferable skills, addresses parameters such as interpersonal skills, time management, curriculum coherence, critical thinking and communicating. The second component is virtual learning which includes the quality of e-resources and how relevant and accessible information is managed online. We conclude that the effective use of virtual learning environments is more crucial for students who are less skilful at managing their studies independently. This study brings an important contribution to literature on teaching and learning project management as traditionally studies have either focused on teaching and learning (within project management) or students' experiences relating to pedagogic factors generally. What research has not done is link these two concepts together.
The argument that current approaches of educating and training project management professionals requires a major re-assessment is now well accepted (Berggren and Soderlund, 2008). Such a re-assessment however will not be complete without a re-examination of the experience of students studying project management. Understanding the student experience will enable institutions of learning to address pedagogic factors within project management more effectively in the future. Teaching and learning was identified as a major theme in the debate on re-thinking project management (Cicmil et al., 2006 and Winter et al., 2006). This is not unexpected as it has recently grown in popularity and has become the focus of numerous theoretical debates and studies (Collofello, 2000, Reif & Mitri, 2005, Rodriguez et al., 2006 and Atkinson, 2008). This growing interest in the teaching and learning of project management has been driven by various factors including: 1) An acceptance of the need to enrich and extend project management scholarship (Cicmil et al., 2006 and Winter et al., 2006). 2) A recognition of changes that have occurred in project management conceptualisation (Packendorff, 1995, Turner, 2006a and Turner, 2006b); for example, an increasing focus on softer parameters (Winter & Checkland, 2003 and Pollack, 2007) such as emotions (Hartman, 2008). 3) Growing stakeholder interest in the education of project managers (Wearne, 2008) and the need to affect a successful transformation of project managers to reflective and creative practitioners (Hodgson, 2002, Dvir et al., 2006, Kolltveit et al., 2007 and Ojiako et al., 2008). 4) Acceptance that a ‘one-fits-all’ approach to project delivery is not viable due to difficulties and vagueness in defining project management (Ojiako, 2005). All these challenges have led us to seek answers to three research questions. 1) How are student experiences and learning opportunities conceptualised in the literature? 2) What are the key components of student engagement experiences when studying project management? 3) What are the implications from this study for the future pedagogy in project management? The paper is divided into six parts, beginning with this section (serving as an overall introduction to the paper). Section 2 is linked to the first research question (How are student experiences and learning opportunities conceptualised in the literature?); where the authors seek to briefly examine parameters that impact on the project management teaching and learning agenda. While Section 3 provides an overview of the study, in Section 4, we present the research methodology. Section 5 addresses the second research question by presenting the analysis of data and discussion of the findings. The implications from this study (third research question) are presented in the conclusions which are drawn in Section 6.
نتیجه گیری انگلیسی
From the research findings we now consider what the implications are and how these should be managed in future delivery of project management programmes in higher education. Consistent with both transformational and social learning theories, educators need to facilitate students studying project management to become creators of knowledge rather than simple knowledge recipients. Such demands require an emphasis on broader learning experiences. Also required are changes within institutions that teach project management. For example, educators need to embrace a different way of teaching by allowing engagement in project-based modules, where students are allowed to become proactive problem solvers and critical thinkers. At the same time, higher institutions need to change their business models (for example investing in technology that supports flexible learning). This study has identified a need for higher education institutions to re-evaluate their way of integrating transferable skills into the education agenda on every level; they also have to re-think their attitudes and strategies towards e-learning, if they are going to benefit from the opportunities of utilising technologies to their full potential in educating students in line with their expectations and the growing demand of University education on a global level.