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.

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.

Bloom’s Taxonomy, Backward Design, and Vygotsky’s Zone of Proximal Development in Crafting Learning Outcomes

2016 ◽  
Vol 8 (2) ◽  
pp. 158 ◽  
Author(s):  
Abdunassir Sideeg
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Zone Of Proximal Development ◽  
Bloom's Taxonomy ◽  
Proximal Development ◽  
Student Centered ◽  
Backward Design ◽  
Whole Process ◽  
Bloom’S Taxonomy ◽  
Rigorous Framework

<p>This article aims to present some fresh insights into one of the milestones in the field of education. For sixty years, Bloom’s taxonomy has been one of the most significant tools used in course design as it provides a rigorous framework for crafting learning outcomes and designing both assessment tasks and instructional activities aligned with these learning outcomes. Though not a panacea for all problems of course design and educational assessment, when meticulously understood and wisely used in a student-centered environment which integrates the taxonomy with other useful approaches and tools such as backward design and Vygotsky’s zone of proximal development (ZPD), Bloom’s taxonomy could provide an invaluable and indispensable roadmap for crafting effective learning outcomes that drive the whole process of course design.  </p>

Customer satisfaction, value for money and repurchase intent in the context of system delivery projects: a longitudinal study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matti Haverila ◽  
Jenny Carita Twyford
Keyword(s):  
Project Management ◽  
Customer Satisfaction ◽  
Effect Sizes ◽  
Relational Exchange ◽  
Value For Money ◽  
Data Set ◽  
Content Type ◽  
Repurchase Intent ◽  
The Relationship ◽  
Relational Exchange Theory

PurposeDrawing upon the relational exchange theory, the longitudinal relationship between various stages of project management customer satisfaction, value for money and repurchase intent are examined.Design/methodology/approachUsing a survey questionnaire, data were gathered over four consecutive quarters (N = 2,537). The statistical methods included exploratory factor analysis, confirmatory composite analysis (CCA) and partial least squares structural equation modeling (PLS-SEM).FindingsProject management was perceived as a three-dimensional construct (proposal, installation, commissioning/start-up). There was a significant longitudinal relationship between project stages and satisfaction in the complete data set. The results varied on the quarterly basis. The relationship customer satisfaction/repurchase intent was significant in the whole data set and during all quarters. This was the case for the relationships between value for money and customer satisfaction and between value for money and repurchase intent. The effect sizes were small between project management stages and customer satisfaction, small to medium for the value for money construct and large for the customer satisfaction construct.Originality/valueAn important implication is the significant relationship between the stages of project management and satisfaction. However, the effect sizes were small, however. The importance of the effect size in comparison to the significance of the relationships is highlighted especially when the sample size is large. The paper also confirms the linear relationship between satisfaction and repurchase intent. The nature of the relationship between customer satisfaction and loyalty is based on a moderate exchange relationship in the relational exchange continuum. The study contributes to the relational exchange theory in the context of project management.

scholarly journals Implementing Bloom’s Taxonomy Tool for Better Learning Outcomes of PLC and Robotics Course

2020 ◽  
Vol 15 (05) ◽  
pp. 184
Author(s):  
Madhuri Gummineni
Keyword(s):  
Learning Outcomes ◽  
Classroom Environment ◽  
Bloom's Taxonomy ◽  
Practical Experience ◽  
Vital Role ◽  
Real World Application ◽  
Bloom’S Taxonomy ◽  
Prerequisite Knowledge ◽  
Signal Interface ◽  
And Robotics

Instrumentation subject has a major and vital role in the industrial field. The concepts of sensors, actuators, signal interface, and conditioning, programming the microprocessor and microcontroller are the most important requisites to comprehend and contribute to the real-world application. The application of these concepts is PLC and Robotics course where the students can apply and practical experience the output. To design a project and to implement we need multidisciplinary concepts and sequence of steps viz., defining an idea, requirements and the fabricating parts to bring out a visual structure in order to perform an intended function. To inculcate this culture it’s much more important to follow and implement the standard and well-known methodology called Bloom’s taxonomy in the classroom environment for a better outcome of the course. Current leading technology PLC and Robotics course, (which require prerequisite knowledge of courses like Instrumentation, Microprocessors, Mechatronics) are very well connected for applying the gained concepts to continue the stream of the learning process. The paper presents how to bring better learning Outcomes and also create interest in the course PLC and Robotics by implementing Bloom’s taxonomy by conducting activities in the classroom.

scholarly journals How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e034962
Author(s):  
Paulina Stehlik ◽  
Christy Noble ◽  
Caitlin Brandenburg ◽  
Peter Fawzy ◽  
Isaac Narouz ◽  
...  
Keyword(s):  
Content Analysis ◽  
Learning Outcomes ◽  
Research Training ◽  
Bloom's Taxonomy ◽  
Learning Activities ◽  
Secondary Outcome ◽  
Research Experience ◽  
Accessible Information ◽  
Bloom’S Taxonomy ◽  
Assessment Activities

ObjectivesPatients do better in research-intense environments. The importance of research is reflected in the accreditation requirements of Australian clinical specialist colleges. The nature of college-mandated research training has not been systematically explored. We examined the intended research curricula of Australian trainee doctors described by specialist colleges, their constructive alignment and the nature of scholarly project requirements.DesignWe undertook content analysis of publicly available documents to characterise college research training curricula.SettingWe reviewed all publicly accessible information from the websites of Australian specialist colleges and their subspecialty divisions. We retrieved curricula, handbooks and assessment-related documents.ParticipantsFifty-eight Australian specialist colleges and their subspecialty divisions.Primary and secondary outcome measuresTwo reviewers extracted and coded research-related activities as learning outcomes, activities or assessments, by research stage (using, participating in or leading research) and competency based on Bloom’s taxonomy (remembering, understanding, applying, analysing, evaluating, creating). We coded learning and assessment activities by type (eg, formal research training, publication) and whether it was linked to a scholarly project. Requirements related to project supervisors’ research experience were noted.ResultsFifty-five of 58 Australian college subspecialty divisions had a scholarly project requirement. Only 11 required formal research training; two required an experienced research supervisor. Colleges emphasised a role for trainees in leading research in their learning outcomes and assessments, but not learning activities. Less emphasis was placed on using research, and almost no emphasis on participation. Most learning activities and assessments mapped to the ‘creating’ domain of Bloom’s taxonomy, whereas most learning outcomes mapped to the ‘evaluating’ domain. Overall, most research learning and assessment activities were related to leading a scholarly project.ConclusionsAustralian specialist college research curricula appear to emphasise a role for trainees in leading research and producing research deliverables, but do not mandate formal research training and supervision by experienced researchers.

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.

Six Sigma learning evaluation model using Bloom’s Taxonomy

2018 ◽  
Vol 9 (1) ◽  
pp. 156-174 ◽  
Author(s):  
Gabriela Fonseca Amorim ◽  
Pedro Paulo Balestrassi ◽  
Rapinder Sawhney ◽  
Mariângela de Oliveira-Abans ◽  
Diogo Leonardo Ferreira da Silva
Keyword(s):  
Six Sigma ◽  
Conceptual Knowledge ◽  
Evaluation Model ◽  
Evaluation Process ◽  
Bloom's Taxonomy ◽  
Content Type ◽  
Learning Evaluation ◽  
Bloom’S Taxonomy ◽  
Innovative Learning ◽  
Training Quality

Purpose This paper aims to propose a learning evaluation model for Green Belts and Black Belts at the training level. A question bank has been developed on the basis of Bloom’s learning classification and applied to a group of employees who were being trained in Six Sigma (SS). Their results were then used to decide on the students’ approval and to guide the instructor’s plan of teaching for the next classes. Design/methodology/approach An action research has been conducted to develop a question bank of 310 questions based on the revised Bloom’s Taxonomy, to implement the evaluation model, and to apply it during the SS training. Findings The evaluation model has been designed so that the students do not proceed unless they have acquired the conceptual knowledge at each step of the DMAIC (Define, Measure, Analyze, Improve and Control) roadmap. At the end of the evaluation process, the students’ results have been analyzed. The number of mistakes in all stages of DMAIC was equal, implying that the training was uniform the entire roadmap. However, the opposite happened in each of the Bloom’s Taxonomy levels, showing that some skills need to be better stimulated by the instructor than others. Research limitations/implications The learning evaluation model proposed in this paper has been applied to a group of 70 employees who were being trained in SS at a Brazilian aircraft manufacturer. The data have been analyzed using Microsoft Excel® and Minitab® 17 Statistical Software. Originality/value Despite the abundance of courses offering the SS Green Belt and Black Belt certifications, there is no standard evaluation to ensure the training quality. Thus, this paper proposes an innovative learning evaluation model.

scholarly journals Enhancing Learners’ Academic Performances Using Student Centered Approaches

2020 ◽  
Vol 15 (16) ◽  
pp. 4
Author(s):  
Preeti Jaiswal ◽  
Abdulghani Al-Hattami
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Learning Outcomes ◽  
Information Acquisition ◽  
English Language ◽  
Bloom's Taxonomy ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Student Centered ◽  
Bloom’S Taxonomy

Abstract- Contemporary higher education institutions place students at the centre of their thinking and emphasize on student centered approaches to help learners construct knowledge during their learning paths in higher education. The study was guided by Bloom’s taxonomy in designing learning outcomes, incorporating engaging learning activities and assessing learning outcomes. Bloom’s Taxonomy of Educational Objectives provides a hierarchical classification system that classifies thinking abilities from basic information acquisition to more complex processes. The purpose of this study was to examine the effects of using the hierarchical instructional set of cognitive processes delineated in Bloom’s taxonomy for boosting learners’ vocabulary competency in English language learning, in higher education. The sample for this study consisted of 39 students (nine males and thirty females) who were studying course entitled English for Business in Department of English Language & Literature, College of Arts, during the academic year 2018-19 at University of Bahrain. The course aims to enhance learners’ language skills to enable them to communicate constructively in various business contexts. The results revealed that Bloom’s learning approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary in language learning and conducive for promoting proficiency in English vocabulary knowledge.

scholarly journals The analysis of 9th grade chemistry curriculum and textbook according to revised Bloom’s taxonomy

2020 ◽  
Vol 15 (1) ◽  
pp. 9-20
Author(s):  
Seraceddin Levent Zorluoglu ◽  
Aydin Kizilaslan ◽  
Melek Donmez Yapucuoglu
Keyword(s):  
Learning Outcomes ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Factual Knowledge ◽  
Chemistry Curriculum ◽  
9Th Grade ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

The aim of this study is to taxonomically analyse the 9th grade Turkish chemistry curriculum. A descriptive analysis method is used throughout the study. The document analysis is applied as a method to construct the codes and themes to reflect the results of the study. The results of the study exhibit that most of learning outcomes of the 9th grade chemistry curriculum focus on understand level (61%), and other levels of outcomes are remember (16%), apply (5%), analyse (13%), evaluate (0%) and create (5%). In addition, learning outcomes in the distribution of the cognitive domain are conceptual knowledge (79%), factual knowledge (16%), metacognitive knowledge (5%) and procedural knowledge (0%). The analysis of the textbook clearly shows that majority of the outcomes of units are based on conceptual knowledge and factual knowledge in particular units; however, the textbook has no learning outcomes as procedural and metacognitive in some units such as second, third and fourth units. Keywords: Chemistry curriculum; revised Bloom’s taxonomy; secondary science education;

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