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

Record type: Article

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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Citation

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), pp. 153-161.

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. Chipulu: ORCID iD orcid.org/0000-0002-0139-6188

Catalogue record

Date deposited: 06 Mar 2012 10:48
Last modified: 18 Jul 2017 11:49

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Contributors

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

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