Contrasting Learning and Unlearning in Project Environments

Abstract

This study utilized a project assignment task within a master’s course in project management to investigate the dynamics of learning, unlearning, and adaptation in project-based environments. The assignment aimed to enhance students’ understanding of effective project management, raise awareness of associated challenges, and develop crucial soft skills. The students were to plan, develop, and deliver a diverse range of products, emphasizing user value. From 34 groups, five were selected to provide representative reflections on their experiences. This study finds that in project-based tasks, learning is specific to product requirements, while unlearning is broader, impacting mainly beliefs and practices. Unlearning occurs in two forms: permanent and temporary. Permanent unlearning involves discarding outdated beliefs to facilitate deeper learning, aligning with project management literature. Temporary unlearning, however, is about setting aside current practices that don’t fit the project but may be useful elsewhere. The findings underscore the importance of continuous reflection in identifying areas where unlearning might be necessary.