Project Management learning: connecting and aligning with taxonomies and frameworks to improve practice.

    Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

    Abstract

    Whilst taxonomies of learning often differentiate between “deep” and “surface” levels of learning (e.g. Bloom`s taxonomy), the connection with knowledge and teaching activities delivered in the project management (PM) classroom are often left unaddressed. From a review of the PM Body of Knowledge (APM, 2012), it can be argued that both surface and deep learning is important for PM students; for example, a surface approach is relevant for rote-memorizing of acronyms such as PEP, BIM, BEP, whilst “deeper” levels of learning are required when complex social and technical issues underlying project management work challenges are explored. This paper explores the relationship between taxonomies of learning and PM teaching. Through a number of worked examples, the unique characteristics of PM learning are noted; a combination of surface (e.g. memorization; note-taking) and deep learning activities (e.g. roleplay), being important in replicating the needs of the PM profession. Such an approach counters the argument of Biggs and Tang (2011) that surface levels of learning are not as important as deep activities of learning and aligns with a more thoughtful consideration of events occurring in actual PM work. It is argued that PM learning may benefit when more explicit links are made between taxonomies of learning and the unique characteristics of PM practice: a combination of activities reinforcing the importance of “surface” level and “deep” level learning better preparing students for the world of PM and providing a foundation for their continual learning as practitioners. A framework based on the work of Ramazani and Jergeas (2015) is suggested that replicates the nature of PM learning students will encounter in the real world.
    Original languageEnglish
    Title of host publicationAMPS (Architecture, Media, Politics, Society) Education Design Practice conference
    Publication statusAccepted/In press - 2 Jul 2019
    EventAMPS Education Design Practice Conference 2019. New York, USA. 17-19 June. - New Jersey, New York, USA., New York, United States
    Duration: 17 Jun 201919 Jun 2019
    http://architecturemps.com/newyork/

    Conference

    ConferenceAMPS Education Design Practice Conference 2019. New York, USA. 17-19 June.
    Abbreviated titleAMPS 2019
    Country/TerritoryUnited States
    CityNew York
    Period17/06/1919/06/19
    Internet address

    Keywords

    • Project management
    • Pedagogic research
    • Construction management

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