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Critical learning themes in project management education: implication for blended learning

Critical learning themes in project management education: implication for blended learning
Critical learning themes in project management education: implication for blended learning
This research examines the underlying reasons why students taking project management courses emphasise skills that are transferable and the utilisation of e-learning environments as critical to their learning experiences. Students' opinions are expressed through a series of focus groups. We found that the underlying reasons for students' emphasis on these two factors as crucial to learning and teaching project management could be classed under five higher-order themes. The implications of our findings are that in order to develop desired human, conceptual and technical skills, a teaching approach based on a blend of learning that resides at the intersection of the 'transferable skills' and 'e-learning environments' construct is required for the effective teaching of project management. For effectiveness, this blended form of andragogy (learning focused on adults) must be flexible enough to cater for the vast variations in the profiles of students, and their individual learning preferences.
0263-7863
153-161
Ashleigh, M.
f2a64ca7-435b-4ad7-8db5-33b735766e46
Ojiako, U.
aaf46aee-2d90-4446-a689-84bc963c69aa
Chipulu, M.
12545803-0d1f-4a37-b2d2-f0d21165205e
Wang, J.K.
de547039-eba4-4c61-a6b9-e153575db220
Ashleigh, M.
f2a64ca7-435b-4ad7-8db5-33b735766e46
Ojiako, U.
aaf46aee-2d90-4446-a689-84bc963c69aa
Chipulu, M.
12545803-0d1f-4a37-b2d2-f0d21165205e
Wang, J.K.
de547039-eba4-4c61-a6b9-e153575db220

Ashleigh, M., Ojiako, U., Chipulu, M. and Wang, J.K. (2012) Critical learning themes in project management education: implication for blended learning. International Journal of Project Management, 30 (2), 153-161.

Record type: Article

Abstract

This research examines the underlying reasons why students taking project management courses emphasise skills that are transferable and the utilisation of e-learning environments as critical to their learning experiences. Students' opinions are expressed through a series of focus groups. We found that the underlying reasons for students' emphasis on these two factors as crucial to learning and teaching project management could be classed under five higher-order themes. The implications of our findings are that in order to develop desired human, conceptual and technical skills, a teaching approach based on a blend of learning that resides at the intersection of the 'transferable skills' and 'e-learning environments' construct is required for the effective teaching of project management. For effectiveness, this blended form of andragogy (learning focused on adults) must be flexible enough to cater for the vast variations in the profiles of students, and their individual learning preferences.

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More information

Published date: February 2012
Organisations: Southampton Business School

Identifiers

Local EPrints ID: 185585
URI: http://eprints.soton.ac.uk/id/eprint/185585
ISSN: 0263-7863
PURE UUID: 295a19a2-3a60-4714-9096-1e5ec9678789
ORCID for M. Ashleigh: ORCID iD orcid.org/0000-0002-0583-0922
ORCID for M. Chipulu: ORCID iD orcid.org/0000-0002-0139-6188

Catalogue record

Date deposited: 06 Mar 2012 10:48
Last modified: 08 Jan 2022 02:55

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Contributors

Author: M. Ashleigh ORCID iD
Author: U. Ojiako
Author: M. Chipulu ORCID iD
Author: J.K. Wang

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