Learning and teaching challenges in project management

Ojiako, Udechukwu, Ashleigh, Melanie, Chipulu, Max and Maguire, Stuart (2010) Learning and teaching challenges in project management International Journal of Project Management, 29, (3), pp. 268-278. (doi:10.1016/j.ijproman.2010.03.008).


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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 projectmanagement. 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 projectmanagementlearning 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.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1016/j.ijproman.2010.03.008
ISSNs: 0263-7863 (print)
Keywords: students, customers, project management education, pedagogy
Organisations: Southampton Business School
ePrint ID: 80334
Date :
Date Event
15 May 2010e-pub ahead of print
April 2011Published
Date Deposited: 24 Mar 2010
Last Modified: 18 Apr 2017 20:10
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/80334

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