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


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.

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Description/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.

Item Type: Article
ISSNs: 0263-7863 (print)
1474-6085 (electronic)
Related URLs:
Subjects: H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: University Structure - Pre August 2011 > School of Management
Faculty of Business and Law > Southampton Management School
ePrint ID: 185585
Date Deposited: 06 Mar 2012 10:48
Last Modified: 27 Mar 2014 19:40
URI: http://eprints.soton.ac.uk/id/eprint/185585

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