scholarly journals What promotes motivation and learning in project management students?

2022 ◽  
Vol 196 ◽  
pp. 791-799
Author(s):  
Hilde Nordahl-Pedersen ◽  
Kari Heggholmen
Keyword(s):  
Project Management ◽  
Management Students ◽  
Motivation And Learning

Towards Effective Teaching in Project Management

2015 ◽  
pp. 168-182
Author(s):  
Xiaohui Zhao
Keyword(s):  
Project Management ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Student Feedback ◽  
It Management ◽  
It Project Management ◽  
Long Period ◽  
Core Subject ◽  
Teaching Learning ◽  
Management Students

As a typical IT management subject, IT project management has existed as a core subject in universities for a long period. Unlike other subjects, project management requires solid experience to fully understand its concepts and methodologies. Reluctantly, many academics often face the situation that their students lack such experience, and how to ensure the teaching/learning quality becomes an important issue to solve. This chapter first identifies some typical issues with project management students and the corresponding challenges to effective teaching. Some teaching methods are also introduced together with the sharing of the author's experience in applying them in class. The effectiveness of the methods is evaluated according to the teaching improvements in terms of student feedback and satisfaction statistics.

Developing the resilient project professional: examining the student experience

2019 ◽  
Vol 12 (3) ◽  
pp. 716-729 ◽  
Author(s):  
Michelle Turner ◽  
Christina Scott-Young ◽  
Sarah Holdsworth
Keyword(s):  
Project Management ◽  
Job Insecurity ◽  
Well Being ◽  
Content Type ◽  
Postgraduate Students ◽  
Student Resilience ◽  
Sleep Adequacy ◽  
Management Students ◽  
Management Curriculum ◽  
Mental Well Being

Purpose Resilience development during university can increase the likelihood of positive employment outcomes for project management graduates in what is known as a stressful profession where the prevalence of project failure, job insecurity, and burnout is high. However, a focus on student resilience in project management education is scarce. The purpose of this paper is to address this gap by establishing a baseline profile of resilience for project management students, identifying priority areas of resilience development and exploring the relationship between resilience and well-being. Design/methodology/approach In total, 292 Australian students undertaking project management studies completed a survey comprising of the Resilience at University scale, the Short Warwick–Edinburgh Mental Well-being Scale and an item assessing sleep adequacy. Findings A resilience profile for undergraduate, postgraduate, male and female project management students was calculated. The resilience profile identified differences according to gender, and between undergraduate and postgraduate students. Mental well-being and adequate sleep were found to be significantly related to resilience. Practical implications Findings support the call for a greater emphasis on resilience development in the project management curriculum for undergraduates and postgraduates. One priority area likely to facilitate resilience is the ability to maintain perspective. As well as supporting academic achievement, it will assist graduates to navigate through complex, uncertain and challenging project environments. Originality/value This is the first known study of resilience for students undertaking project management studies in higher education.

Strategies for Effective Teaching in Project Management

2020 ◽  
pp. 197-223
Author(s):  
Ehsan Gharaie ◽  
Dallas Wingrove
Keyword(s):  
Project Management ◽  
Good Practice ◽  
First Year ◽  
Learner Engagement ◽  
Student Centered ◽  
Transferable Skills ◽  
Personal Response System ◽  
Interactive Nature ◽  
Class Context ◽  
Management Students

Preparing project management students for their future life and work requires actively developing and evidencing a suite of transferable skills and attributes. This chapter reports on how a student-centered pedagogy, which included the use of guided sequential exercises, and the collection of instantaneous student responses through a personal response system (PRS), was implemented in a large first year undergraduate Project Management course. The students' perceptions of this pedagogy demonstrate that they found the pedagogical approach supported their learning and fostered deeper engagement in the course, with the most useful aspect of the course perceived to be its interactive nature. The chapter affirms the importance of giving life to a learning orientation conception of learning. The chapter has implications for ensuring learner engagement in the particular discipline of project management and for good practice in large class context in higher education.

scholarly journals USE OF INFORMATION TECHNOLOGIES IN FUTURE PROJECT MANAGERS' TRAINING

2018 ◽  
Vol 63 (1) ◽  
pp. 107 ◽  
Author(s):  
Oksana V. Dubinina ◽  
Lesia D. Hrytsiak
Keyword(s):  
Project Management ◽  
Information Systems ◽  
Information Technologies ◽  
Model Development ◽  
Project Planning ◽  
Project Managers ◽  
Education Management ◽  
Management Project ◽  
Management Students ◽  
Future Project

The article clarifies the concepts of project and project management, substantiates the use of information systems and technologies in training specialists in project management (project manager and program manager), discusses the characteristics and functions of project management information systems as well as describes the materials and methods of project implementation and the advantages of using IT for project creation. The author outlines the contents of project managers' training at the University of Education Management Educational-Scientific Institute of Management and Psychology and claims that future project managers must know the main characteristics and functionalities of and be trained to use the MS Project, Oracle Primavera, etc. The project management students also have to be able to determine the purpose of and tools for a calendar network model development, to formulate requirements for project management software in solving specific problems as well as to use software for project planning, monitoring and analysis.

Information System for a Volunteer Center

2011 ◽  
pp. 345-369
Author(s):  
Suresh Chalasani ◽  
Dirk Baldwin ◽  
Jayavel Souderpandian
Keyword(s):  
Information System ◽  
Project Management ◽  
Unified Modeling Language ◽  
Database Modeling ◽  
Analysis And Design ◽  
For Profit ◽  
Not For Profit ◽  
Managing Risk ◽  
Management Students ◽  
System Project

This case focuses on the development of information systems for not-for-profit volunteer-based organizations. Specifically, we discuss an information system project for the Volunteer Center of Racine (VCR). This case targets the analysis and design phase of the project using the Unified Modeling Language (UML) methodology, database modeling, and aspects of project management including scope and risk management. Students must decide how to proceed, including recommending an IT solution, managing risk, managing scope, projecting a schedule, and managing personnel. The rewards and special issues involved with systems for not-for-profit organizations will be revealed. This case can be used in a variety of courses, including systems analysis and design, database management systems, and project management.

Virtues and Vices in Project Management Ethics

2018 ◽  
Vol 49 (3) ◽  
pp. 5-16 ◽  
Author(s):  
Mia Ljungblom ◽  
Thomas Taro Lennerfors
Keyword(s):  
Project Management ◽  
Virtue Ethics ◽  
Project Managers ◽  
Weakness Of Will ◽  
Management Ethics ◽  
Management Students

Project management is omnipresent, yet the research on project management ethics is still lacking. Recent research stresses the importance of developing virtue ethics for project managers. This study contributes to this research by offering an empirical exploration as to whether virtue ethics is used by project managers and project management students, and whether the use of it is fundamentally maximalistic or minimalistic. The study shows that virtue ethics is used by respondents—particularly virtues of courage, fortitude, truthfulness, and moderation, and the avoidance of vices, such as weakness of will and cowardice. It also shows that virtue ethics is invoked both maximalistically and minimalistically.

scholarly journals Teaching project management using project-action learning (PAL) games: A case involving engineering management students in Hong Kong

2019 ◽  
Vol 11 ◽  
pp. 184797901982857 ◽  
Author(s):  
Kris MY Law
Keyword(s):  
Project Management ◽  
New Product Development ◽  
Teaching And Learning ◽  
Action Learning ◽  
Development Project ◽  
Learning Approaches ◽  
Game Based Learning ◽  
Product Development Project ◽  
Management Students ◽  
Intensive Course

How to educate project management (PM) professionals has always been a topic for debate, and it remains popular to discuss the teaching and learning of PM within higher education sector. Learning approaches such as action learning and game-based learning are proven effective in enhancing students’ participation and motivation. Game-action learning (GAL) offers an attractive and challenging learning environment for students to learn and apply, in specific problem scenarios. GAL supports a better understanding of the importance of critical concepts and fills the teaching gaps. This article presents a game-based action learning (GAL) approach in simulating a new product development project, which can be adopted in an short intensive course or a semester long subject. In this article, reflections from the instructor’s perspective are presented to offer a good reference for educators who are keen on using GAL in PM teaching.

scholarly journals Personal Risk Attitudes in Postgraduate Risk Management Education

10.29007/dj37 ◽  
2018 ◽  
Author(s):  
Paulo Vaz-Serra ◽  
Peter Edwards ◽  
Shang Gao ◽  
Valerie Francis
Keyword(s):  
Risk Management ◽  
Project Management ◽  
Management Education ◽  
Group Formation ◽  
Individual Risk ◽  
Future Research ◽  
Risk Attitudes ◽  
Social Construct ◽  
Novel Approach ◽  
Management Students

Risk management is important for contemporary construction organisations and is a vital constituent of project management education. Before learning about the processes of systematic risk management, construction and project management students need to better understand risk concepts and their own attitudes towards risk. Risk is a psycho- social construct experienced and perceived by individuals. In the Risk in Construction subject offered in the Master of Construction Management programme at the University of Melbourne, students were first invited to respond to a simple questionnaire that measured their own risk attitudes from a task, team and individual risk perspective. This self-knowledge discovery was then applied in their subsequent individual and group assignment work for the subject. The risk profiles were also used in a novel approach to assignment group formation. Students valued the opportunity to explore the alignment between formal project risk management and their own risk attitudes, and used their newly-found understanding in other management-related subjects. Future research will explore cultural and gender influences in these student journeys of self-understanding.

scholarly journals Discussion forum rubrics: Using rubrics to enhance and increase project management students' participation in online discussions

2012 ◽  
Vol 2 (2) ◽  
pp. 35 ◽  
Author(s):  
Margaret Ruth Lee ◽  
Deborah S Carstens ◽  
Linda C Malone
Keyword(s):  
Project Management ◽  
Statistical Difference ◽  
Learning Experience ◽  
Discussion Forum ◽  
Online Discussions ◽  
Control Group ◽  
Mba Students ◽  
Management Students ◽  
Online Conversation ◽  
The Impact

This paper examines the impact of using a discussion forum grading rubric to encourage and enhance discussions (posts) in an online introduction to project management course. The study consists of 53 Master of Business Administration (MBA) students enrolled in three sections of the course from October 2010 to May 2011. A control group of 20 students was compared to two experimental groups of 16 and 17 students respectively. The two experimental groups were given the specific grading rubric and instructions designed to encourage online conversation; the control group was not. The results indicate that there was a statistical difference in average postings per student between the two experimental groups and the control group but no statistical difference between the two experimental groups. The results suggest that the use of a rubric specifically designed to engage the student and expand the student's learning experience can increase online classroom participation and, as a consequence, enhance the educational experience for the online project management student and strengthen the university's MBA program.

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