The role of industry and academia partnership in improving project management curriculum and competencies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Erastus Karanja ◽  
Laurell C. Malone
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Cost Estimation ◽  
Real Life ◽  
Global Competence ◽  
Academic Institutions ◽  
Content Type ◽  
Management Domain ◽  
Advisory Boards ◽  
Course Syllabi

PurposeAlthough project management (PM) continues to rise in popularity, there is still a significant PM talent deficit, leading to more challenged or failing projects. To lower the PM talent deficit and mitigate the higher project failure rates, academic institutions have been developing PM curriculums aimed at inculcating a repertoire of competencies to the potential project managers. In developing an ideal well-rounded PM curriculum, academic institutions occasionally engage the input of industry partners and governing entities. The study aims to (1) compare the competencies in one of the leading industry competency model and framework (PMI Talent Triangle) to the competencies in the PM course syllabi learning outcomes, (2) determine the extent to which these two sets of PM competencies are aligned and (3) and explore avenues for improvements.Design/methodology/approachThe study uses a purposeful sampling method to gather PM course syllabi. The PM competencies data are gleaned from the syllabi using the content analysis method. Thereafter, QSR NVivo qualitative statistical software is used to summarize and analyze the competency data from the learning outcomes.FindingsThe results reveal that most of the PM competencies in the course syllabi fall under the technical PM domain. Specifically, the top three competency elements in each domain are technical PM domain (PM skills, tools and techniques, schedule management and cost estimation/budget), leadership domain (team-building, verbal/written communication and problem-solving) and strategic and business management domain (strategic planning, analysis and alignment, benefits management and realization, customer relationship and satisfaction).Research limitations/implicationsThe study investigates the alignment of the PM course competencies with competency domains in the PMI Talent Triangle, a global competence model that is well aligned with other global competence models such as the APM Competence Framework, the ICB4 Individual Competence Baseline and the PROMA3.Practical implicationsThe results from this study provide guidelines useful in informing PM curricula re/design, as well as the inculcation of knowledge, skills, tools, techniques and behaviors needed for effective PM.Social implicationsThe PM curriculum can be improved by partnering with PM industry leaders who can serve as advisors to the academy on industry needs, direction and emerging innovations that can inform PM learning outcomes, PM curricular design and the development of quality PM talent. The academy and the industry are encouraged to actively strive for mutual partnerships where PM professionals and academicians serve on each other's advisory boards. Also, the academy can partner with the industry professionals by developing curriculum resources such as case studies that bring the real-life PM applications to the classroom.Originality/valueThis study is motivated by the call for research studies that provide a holistic picture of the desired PM competencies and an exploration and definition of the educational needs in the PM curriculum.

Improving project management curriculum by aligning course learning outcomes with Bloom’s taxonomy framework

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Erastus Karanja ◽  
Laurell C. Malone
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Course Design ◽  
Bloom's Taxonomy ◽  
Integrative Approach ◽  
Failure Rates ◽  
Data Set ◽  
Content Type ◽  
Bloom’S Taxonomy ◽  
Course Syllabi

Purpose This study aims to investigate how to improve the project management (PM) curriculum by evaluating the nature and alignment of learning outcomes in the PM course syllabi with Bloom’s Taxonomy framework. Design/methodology/approach The research methodology for this study is an integrative approach that uses document analysis and content analysis. The data set was selected based on a purposeful sampling method and came from PM course syllabi for classes that were taught during the 2016–2018 academic years. Findings Results revealed that most of the reviewed PM course syllabi contained learning outcomes although they were written and assessed at the lower levels of Bloom’s Taxonomy and knowledge dimensions. The study calls for the academy and industry to partner in improving the PM curriculum to lower the PM talent deficit and increase project success rates. Research limitations/implications The absence of PM learning outcomes or the presence of poorly written PM learning outcomes in a course implies that the academy should provide professional development programs to help professors learn how to formulate and write specific, measurable, achievable, relevant and timely learning outcomes. The professors should also ensure that the learning outcomes use a type of cognitive taxonomy that is aligned with the appropriate assessments to measure, monitor and guarantee assurance of learning. Practical implications Academy and industry partners can work collaboratively to provide students with opportunities that expose them to real-world experiential projects, internships and job opportunities while concurrently giving them hands-on practical applications of learned PM knowledge and skills. The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates. Social implications The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates. Originality/value To the researchers’ knowledge, this is the first study to specifically investigate the presence and nature of PM learning outcomes in course syllabi. By evaluating the alignment between PM learning outcomes and Bloom’s Taxonomy action verbs and cognitive processes, the study provides some exemplars of well-written and measurable learning outcomes that professors can use to inform their PM curriculum through course design or redesign.

Project management: openings for disruption from AI and advanced analytics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fred Niederman
Keyword(s):  
Project Management ◽  
Project Managers ◽  
Net Benefit ◽  
Software Support ◽  
Content Type ◽  
Skill Sets ◽  
Management Domain ◽  
Current Trends ◽  
Hands On ◽  
Management Capabilities

PurposeThe purpose of this essay is to illustrate how project management “pull” and AI or analytics technology “push” are likely to result in incremental and disruptive evolution of project management capabilities and practices.Design/methodology/approachThis paper is written as a critical essay reflecting the experience and reflections of the author with many ideas drawn from and extending selected items from project management, artificial intelligence (AI) and analytics literatures.FindingsNeither AI nor sophisticated analytics is likely to elicit hands on attention from project managers, other than those producing AI or analytics-based artifacts or using these tools to create their products and services. However, through the conduit of packaged software support for project management, new tools and approaches can be expected to more effectively support current activities, to streamline or eliminate activities that can be automated, to extend current capabilities with the availability of increased data, computing capacity and mathematically based algorithms and to suggest ways to reconceive how projects are done and whether they are needed.Research limitations/implicationsThis essay includes projections of possible, some likely and some unlikely, events and states that have not yet occurred. Although the hope and purpose are to alert readers to the possibilities of what may occur as logical extensions of current states, it is improbable that all such projections will come to pass at all or in the way described. Nonetheless, consideration of the future ranging from current trends, the interplay among intersecting trends and scenarios of future states can sharpen awareness of the effects of current choices regarding actions, decisions and plans improving the probability that the authors can move toward desired rather than undesired future states.Practical implicationsProject managers not involved personally with creating AI or analytics products can avoid mastering detailed skill sets in AI and analytics, but should scan for new software features and affordances that they can use enable new levels of productivity, net benefit creation and ability to sleep well at night.Originality/valueThis essay brings together AI, analytics and project management to imagine and anticipate possible directions for the evolution of the project management domain.

Reviving the brassware industry in Moradabad, India

2015 ◽  
Vol 5 (6) ◽  
pp. 1-17
Author(s):  
Hari Narain Singh ◽  
D.K. Singh
Keyword(s):  
Project Management ◽  
Graduate Students ◽  
Learning Outcomes ◽  
Economic Crisis ◽  
Ground Level ◽  
Subject Area ◽  
Content Type ◽  
Postgraduate Students ◽  
The Subject ◽  
Multiple Challenges

Subject area This paper aims to understand the subject of entrepreneurship and project management through techno-economic intervention. Study level/applicability Postgraduate students of management and graduate students of engineering and management. Case overview Multiple challenges existed at the ground level in the Moradabad Brass Cluster in terms of gaps in technology, skill, infrastructure and market that all needed to be improved upon. Expected learning outcomes The objectives and learning outcomes were proposed to understand the cluster economic crisis, entrepreneurship, project management, technical improvements and better understanding of certain theories. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes.

King's Biscuits Berhad: crafting the next move?

2011 ◽  
Vol 1 (1) ◽  
pp. 1-4 ◽  
Author(s):  
Boon-In Tan ◽  
Garry Wei-Han Tan ◽  
Keng-Boon Ooi
Keyword(s):  
Learning Outcomes ◽  
Real Life ◽  
Subject Area ◽  
Product Lines ◽  
Content Type ◽  
Marketing Environment ◽  
Future Challenges ◽  
Real Practice ◽  
Study Student

Subject area Management, marketing and branding and strategy. Study level/applicability Undergraduate and postgraduate management courses. Case overview This is a real-life case involving a confectionery manufacturer in Malaysia where it has grown over the years. As the market becomes more competitive, more challenges are confronting the company. Although there is still profit to be made, the margin is declining. Hence, the management of King's Biscuits Berhad must embark on the marketing environment scanning to prepare the company for future challenges and to ensure continued existence. As in the case of most strategy cases, little guidance was available for the students to reflect upon. Expected learning outcomes With the completion of this case study; student will be able to familiarize with the exercise of marketing environment scanning, determine the branding, product lines and positioning issues, adopt the marketing mix concept into real practice, and have the opportunity to visualize a true business scenario and simulate their minds and thinking towards managing a business. Supplementary materials Teaching note.

A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]

10.28945/4323 ◽  
2019 ◽  
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Future Research ◽  
Community Of Learners ◽  
The European Union ◽  
Teacher Student ◽  
Course Syllabi ◽  
The Usa ◽  
Course Syllabus

Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.

Standing on the shoulders of strategic management giants to advance organizational project management

2013 ◽  
Vol 7 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Nathalie Drouin ◽  
Kam Jugdev
Keyword(s):  
Project Management ◽  
Strategic Management ◽  
Dynamic Capabilities ◽  
Lessons Learned ◽  
Research Experience ◽  
Resource Based View ◽  
Content Type ◽  
Management Domain ◽  
Management Literature ◽  
Practical Implications

Purpose – The purpose of this paper is to examine relevant issues within the strategic management domain related to concepts and terms used within the resource-based view and dynamic capabilities (DC) theory. The paper explains how these theories from strategic management can be translated for organizational project management (OPM). The paper also shares lessons learned by the co-authors as used in project management. Design/methodology/approach – Based on a literature review and research experience of co-authors, the paper bridges two theories from the strategic management field to OPM and demonstrates conceptual challenges experienced. Findings – From a translational perspective, the paper outlines how theories from strategic management can be adopted to OPM. Since OPM is evolving, there is merit in drawing from a solid theoretical foundation such as those found in strategic management. Research limitations/implications – This paper is conceptual and makes a case for further empirical research using strategic management literature. Only recently has research in project management raised the important topic of translating knowledge from more established fields (the giants) to project management research. Practical implications – Strategic management theories offer insights that can be leveraged to make OPM environments more effective through improved research foundations. Originality/value – By critically exploring and assessing the resource-based view and DC bodies of literature, this paper's value rests in applying learnings from these fields to OPM and to develop a clearer understanding of concepts and emphasize their importance.

Achieving success in the Digital Equalizer Program through project management

2018 ◽  
Vol 8 (2) ◽  
pp. 1-32 ◽  
Author(s):  
Subrat Sarkar ◽  
Sanjay Mohapatra ◽  
Sarmistha Pattanayak
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Positive Impact ◽  
Management Approach ◽  
Total System ◽  
Digital Learning ◽  
Content Type ◽  
Set Up

Subject area The case deals with project management principles that are required for implementing a social project in India. Study level/applicability The study has been carried out at primary schools in an underdeveloped state, namely, Odisha, in India. Case overview The case illustrates a project management approach for improving primary education in a government set up. The bureaucracy set up in education in a state like Odisha, India, needs to undergo radical changes. To be effective, an education system requires an optimal integration of the three main components, namely, people, infrastructure (this includes technology) and pedagogical processes. Using a public–private partnership model, American India Foundation (AIF) through its Digital Equalizer (DE) Program has been able to make a positive impact in an underdeveloped tribal dominated district like Keonjhar. The case study also illustrates the detailed execution plan predicated on total system planning, required to achieve this amount of success. The case study also explains how to measure success through different metrics where intervention has to be at multiple levels. The learning from the case study can also be adopted for designing an implementation strategy in other states. Expected learning outcomes Expected learning outcomes are as follows: how to approach implementation of technology-based intervention with involvement of all stakeholders; learn project management techniques related to digital learning model implementation; understand the DE methodology; and understand the challenges faced while implementing the DE Program. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS 7: Management Science.

scholarly journals Revolutionising cost structure for integrated project delivery: a BIM-based solution

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Faris Elghaish ◽  
Sepehr Abrishami ◽  
M. Reza Hosseini ◽  
Soliman Abu-Samra
Keyword(s):  
At Risk ◽  
Monte Carlo Simulation ◽  
Monte Carlo ◽  
Cost Estimation ◽  
Real Life ◽  
Cost Structure ◽  
Project Delivery ◽  
Integrated Project Delivery ◽  
Content Type ◽  
Integrated Project

PurposeThe amalgamation of integrated project delivery (IPD) and building information modelling (BIM) is highly recommended for successful project delivery. However, IPD lacks an accurate cost estimation methodology at the “front-end” of projects, when little project information is available. This study aims to tackle this issue, through presenting analytical aspects, theoretical grounds and practical steps/procedures for integrating target value design (TVD), activity-based costing (ABC) and Monte Carlo simulation into the IPD cost structure, within a BIM-enabled platform.Design/methodology/approachA critical review was conducted to study the status of cost estimation within IPD, as well as exploring methods and tools that can enhance the cost estimation process for IPD. Thereafter, a framework is developed to present the proposed methodology of cost estimation for IPD throughout its entire stages. A case project is used to validate the practicality of the developed solution through comparing the profit-at-risk percentage for each party, using both traditional cost estimation and the proposed solution.FindingsAfter applying the proposed IPD's cost estimation framework, on a real-life case project, the findings demonstrated significant deviations in the profit-at-risk value for various work packages of the project (approximately 100% of the finishing package and 22% of openings package). By providing a precise allocation of overhead costs, the solution can be used in real-life projects to change the entire IPD cost structure and ensure a fair sharing of risk–rewards among the involved parties in IPD projects.Practical implicationsUsing the proposed methodology of cost estimation for IPD can enhance the relationship among IPD's core team members; all revealed financial deficiencies will be considered (i.e. compensation structure, profit pooling), hence enhancing the IPD performance.Originality/valueThis paper presents a comprehensive solution for integrating BIM and IPD in terms of cost estimation, offering three main contributions: (1) an innovate approach to utilise five-dimensional (5D) BIM capabilities with Monte Carlo simulation, hence providing reliable cost estimating during the conceptual TVD stage; (2) mathematical models that are developed through integrating ABC into the detailed 5D BIM to determine the three IPD's cost structure limbs; and (3) a novel mechanism of managing cost saving (rewards) through distinguishing between saved resources from organisation level, to daily task level, to increase trust among parties.

The nemesis who stood tall: a tale of governance and leadership

2019 ◽  
Vol 9 (2) ◽  
pp. 1-8
Author(s):  
Arindam Saha
Keyword(s):  
Learning Outcomes ◽  
Leadership Style ◽  
Real Life ◽  
Central India ◽  
Power Struggle ◽  
Content Type ◽  
Staff Members ◽  
Academic Level ◽  
Organisational Politics

Learning outcomes After a thorough briefing, classroom discussions and de-briefing, the students should be able to appreciate issues of leadership; understand challenges related to managing an organisation; and understand the aspects of organisational politics and power. Case overview/synopsis This real-life case study is based on a leading management institution of central India. The institute was quite successful in establishing its brand central India during 2011-2017 and is still going strong. The case here captures a change of leadership and the challenges/opportunities it posed to faculty and staff members. The case also intends to address the power struggle that ensued in later years of its functioning. The case is also about how the present leader would finally deal with it all. Students would be able to generate insights in leadership style, power and politics, employee retention, organisational decision-making and concerns in recruiting culturally fit employees. Complexity academic level Graduate level. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS 1: Accounting and Finance

Using bonus and awards for motivating project employees

2016 ◽  
Vol 24 (7) ◽  
pp. 4-7 ◽  
Author(s):  
Chuck C.H. Law
Keyword(s):  
Project Management ◽  
Work Performance ◽  
Life Experience ◽  
Employee Performance ◽  
Human Resources Management ◽  
Real Life ◽  
International Assignments ◽  
Host Countries ◽  
Content Type ◽  
Life Project

Purpose This paper aims to discuss the appropriate uses of bonuses and award in recruiting and motivating project employees. Design/methodology/approach It is a conceptual discussion of human resources management (HRM) practices, supported by the author’s professional experience and observations in real-life project settings. Findings Bonuses and awards not only provide extrinsic financial rewards but also provide positive feedback to recipients. Extrinsic financial benefits (such as sign-on bonus, and retention bonus) may enhance the total compensation package and positively affect an employee’s job-related decision at least for the short term. He/she may accept a job offer or choose to stay on a project longer until the completion of a critical milestone because of the bonuses. However, positive recognition of employee performance (through the use of spot award, holiday award, or non-financial certificate of appreciation) is also a useful means to motivate employees. In addition, managers on international assignments need to pay attention to practices specific to host countries. Practical implications The practices discussed in this paper are based on real-life experience and observations. When they are used properly in conjunction with other HRM arrangements, bonuses and awards can be used to mitigate and delay turnover, and to motivate employees to increase their work performance. Originality/value This paper not only draws on theories and information from the HRM and project management literature but also draws from the author’s own management experience. Thus, the relevance and validity of the proposed concepts and practices have been proven in actual functional and project management settings.

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