scholarly journals ENHANCEMENT OF SCRUM-BASED PROJECT MANAGEMENT LEARNING EXPERIENCE BY USING WEB APPLICATION

2018 ◽  
Vol 7 (4) ◽  
pp. 269-285
Author(s):  
Waldemar Sobiecki ◽  
Anna Kurzydłowska
Keyword(s):  
Project Management ◽  
Web Application ◽  
Learning Experience ◽  
Management Learning

How e-Learning Experience Enhances the Social Presence in Community of Practice

2012 ◽  
pp. 75-120 ◽  
Author(s):  
Constanta-Nicoleta Bodea ◽  
Radu Mogos ◽  
Maria-Iuliana Dascalu
Keyword(s):  
Data Mining ◽  
Project Management ◽  
Community Of Practice ◽  
Social Presence ◽  
Learning Experience ◽  
Main Research ◽  
The Social ◽  
Analytical Perspective ◽  
Management Area ◽  
E Learning

The chapter presents a study made in order to find out how the e-learning experience enhances the social presence in the community of practice. The study was carried out for the online master degree programme in project management, delivered by the Academy of Economic Studies, Bucharest. The main research method was a survey and the research instrument was a questionnaire. Statistics and data mining were applied. Statistics was applied to check hypothesis and quantify the correlation significance. Due to the large number of the variables and the indirect relationships, the analysis paths become very complex and it would be extremely difficult to manage the analysis workflow. So, the data mining approach was chosen. As a theoretical framework and analytical perspective for this research, Wenger’s theories of learning in Community of practice (CoP), and the social presence model of Garisson et al., are applied. The study revealed that the characteristics of the online social presence in learning environments enhanced the students’ interest for CoPs. Another finding of this study is that for project management area there is not a significant correlation between the learning domain and that of the CoPs chosen to get involved. The reason is that most of the project personnel hold a first degree in an area other than project management.

Collaborative Ph.D. Examination

2011 ◽  
pp. 136-145
Author(s):  
Mike Metcalfe ◽  
Samantha Grant
Keyword(s):  
Learning Experience ◽  
Group Learning ◽  
Oral Examination ◽  
Management Learning ◽  
Individualistic Learning ◽  
Impartial Observer

In many universities, there is either no requirement for an oral examination or for examiners to guide Ph.D. candidates prior to submission of their thesis. This policy is usually the result of the “tyranny of distance” and/or the positivism philosophy of “impartial observer.” This chapter argues for the Interpretivist approach of enriching the learning experience of examiner, candidate, supervisor and university by requiring the advantages of complex sustained interaction. Extensive evidence has shown that group learning is far more productive than individualistic learning. While individual universities need to make the resources argument for a more collaborative Ph.D. process, this chapter presents the management learning literature. It provides this literature in support of the argument that examiners need to be inter-actively involved with supervisors and examiners, especially in IS which changes rapidly and is experiencing a move from positive to interpretive methodologies.

How a catchy bass line might someday resonate beyond my business ethics classroom: Rock music in management learning

2020 ◽  
pp. 135050762096950
Author(s):  
Christopher Michaelson
Keyword(s):  
Business Ethics ◽  
Ethical Theory ◽  
Rock Music ◽  
Learning Experience ◽  
Economic Value ◽  
Management Learning ◽  
Arts And Humanities ◽  
The Arts ◽  
Management Curriculum

Business ethics is one of the “unsettled humanities” in a management curriculum that tends to value instrumental and measurable goods. However, the value of business ethics may not be apparent to students until they experience unpredictable challenges to their ethical values at work long after they have left the management classroom. This essay traces my journey to using music – particularly, British rock songs – to reinforce learning and retention of the essential feelings and ideas in my students’ learning experience. It draws upon contrasting theories of ethical and economic value, the role of narrative in ethical theory and pedagogy, and the associative powers of music to show how the lyrics and music of songs might help classroom learning resonate later in life. In doing so, the essay shows how the songs of rebellious rock musicians might unsettle stereotypical conceptions of business and resettle appreciation for the value of the arts and humanities in life and work.

Technological Approaches for E-Content Development and Deployment

2020 ◽  
Vol 16 (3) ◽  
pp. 92-112
Author(s):  
Rakshak Jain ◽  
Akhilesh K. Singh
Keyword(s):  
Web Application ◽  
Qualitative Method ◽  
Learning Experience ◽  
Appropriate Technology ◽  
Learning System ◽  
Application Framework ◽  
Content Creation ◽  
Server Side ◽  
Content Development ◽  
E Learning

Success of any web product and application relies upon how thoughtfully and wisely technology has been implemented for developing and deploying that product – be it e-commerce product or e-learning product. Alongside pedagogy, application of appropriate technology is the important determinant for an effective and engrossing learning experience of any e-content or e-learning system. To understand the proper utilization of IT strategies for e-content development, the qualitative method of research has been used in this study by which content analysis has been done on the interviewed data, gathered from the IT professionals, with the help of Atlas.Ti software. The findings of this study suggest how web technology can be deployed for e-content in the five identified stages, namely – programming language, web application framework, presentation/design, content creation and server-side technology including cloud storage. For this, a comprehensive technical guideline along framework for e-content development and deployment has been formulated.

Web Application for Virtual-Making of Cost Domain in Process of Civil-Project E-Management by Suggestive Algorithms

2011 ◽  
Vol 383-390 ◽  
pp. 4660-4664
Author(s):  
Amir Reza Estakhrian Haghighi ◽  
Sina Safaee
Keyword(s):  
Project Management ◽  
Web Application ◽  
Pilot Project ◽  
Virtual Space ◽  
Quality Factors ◽  
Traditional Management ◽  
Web Based ◽  
Multiple Domains ◽  
Role Of It

In this article, it is tried to study the role of IT powerful tools to change in identity of procedure in developmental project management from traditional space to virtual space (conversion of project traditional management to project electronic project) and also it is studied how to enforce electronic methods in managing projects and it’s effect on expense/time and quality factors with modeling a developmental project as a pilot project to exiting systems and procedures in projects. Since in accordance to PMBOK [6] viewpoint, project management process can be defined as management on multiple domains such as Communication, Provisions, Cost, Quality and time. Therefore, in this article, some suggestive algorithms will be introduced to show the feasibility of virtual making and web-based management of one of the domains of project management. (Cost domain)

Student evaluation of a virtual experience for project management learning: An empirical study for learning improvement

2016 ◽  
Vol 102 ◽  
pp. 172-187 ◽  
Author(s):  
Ana González-Marcos ◽  
Fernando Alba-Elías ◽  
Fermín Navaridas-Nalda ◽  
Joaquín Ordieres-Meré
Keyword(s):  
Project Management ◽  
Empirical Study ◽  
Student Evaluation ◽  
Learning Improvement ◽  
Management Learning ◽  
Virtual Experience

scholarly journals Project management learning: Key dimensions and saliency from student experiences

2014 ◽  
Vol 32 (8) ◽  
pp. 1445-1458 ◽  
Author(s):  
Udechukwu Ojiako ◽  
Maxwell Chipulu ◽  
Melanie Ashleigh ◽  
Terry Williams
Keyword(s):  
Project Management ◽  
Student Experiences ◽  
Management Learning ◽  
Key Dimensions

scholarly journals Building resiliency: ensuring business continuity is on the health care agenda

2008 ◽  
Vol 32 (1) ◽  
pp. 161 ◽  
Author(s):  
Briana NL Geelen-Baass ◽  
Jade MK Johnstone
Keyword(s):  
Health Care ◽  
Project Management ◽  
Learning Experience ◽  
Terrorist Attacks ◽  
Business Continuity ◽  
Management Approach ◽  
Business Continuity Management ◽  
Private And Public ◽  
Key Issues ◽  
Public Organisations

In light of recent disasters and terrorist attacks, private and public organisations alike are becoming increasingly concerned with their ability to continue operating in spite of unforeseen events. This paper describes a project conducted at the Royal Victorian Eye and Ear Hospital to develop a Business Continuity Management (BCM) Framework, and outlines the learning experience. It provides a Framework and describes the key issues to be considered when initiating BCM in a health organisation, concluding that a project management approach can be used to establish a framework for BCM.

scholarly journals Boosting critical thinking in a Project Management course: An active learning experience

2016 ◽  
Author(s):  
Jasmina Berbegal-Mirabent ◽  
Dolors Gil-Domènech ◽  
Clara Gieure
Keyword(s):  
Critical Thinking ◽  
Project Management ◽  
Active Learning ◽  
Quantitative Methods ◽  
Production Systems ◽  
Learning Experience ◽  
Peer Assessment ◽  
Project Based Learning ◽  
Learning Activity ◽  
Assessment Tasks

The present study reports the experience of a project-based learning activity in which students are asked to plan and assess the viability of an event. This activity is part of a Project Management course taught at Universitat Internacional de Catalunya, in a Masters’ Degree in Business Administration and Production Systems. With this activity students are required to apply the acquired technical skills while use different quantitative methods and tools to interpret data for decision-making. By introducing self- and peer- assessment tasks, this activity also boosts critical thinking. The results show that active learning materialized in the form of project-based learning activities make courses more enjoyable for both instructors and students, and most importantly, contribute to develop students’ skills such as teamwork and critical thinking. The findings also reveal that although pre-class readings and lectures are useful, students do not fully understand and realize about what they learn until they are actively involved in activity where they should apply the new knowledge acquired.

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