Project Management Course Research Articles

Designing a Serious Game for Scrum Learning

Scrum approach is now an important component of project management courses in universities. Experiential learning approaches as serious games seem to be more effective for Scrum learning since they have the advantage of providing students with an opportunity of encountering complex, realistic project situations. However, these educational games often lack clear specifications as to how they are to be incorporated within an experiential learning approach following a systematic instructional design. In this paper, we propose a conceptual framework that shapes serious games design, providing guidelines that allow integrating mechanisms of transfer aligned with the nature of knowledge. These transfer mechanisms rely on a “boundary perspective” with the use of boundary objects and boundary actors as a means to fostering social exchange during the game. Our framework is tested through the design of a LEGO serious game, MindScrum, to strengthen Scrum learning. We present the design principles of the game and discuss its effectiveness in the learning process.

Student's Perspective on The Implementation of The Project Based Learning (PJBL) Method in Project Management Courses During The Covid-19 Pandemic

The implementation of practicum courses using online methods at the Universitas Indonesia during the pandemic has its own challenges. The entire learning process is carried out online, both synchronously and asynchronously. In the project management practicum course, the Project Based Learning (PjBL) method is used as a learning strategy, at the end of the courses students are assigned to make a final project related to the development of vocational education. The purpose of this study was to evaluate the implementation of the PjBL method in Project Management Practicum courses conducted online during the COVID-19 pandemic in the 2020-2021 academic year at the Secretarial Office Administration Study Program, Vocational Education Program, Universitas Indonesia. The research subjects were 21 students, using quantitative methods, with data collection techniques using questionnaires using total sample as sampling technique. From the results of this study indicate that the PjBL Learning model was responded very well and good by 91.6% of students, with the dimensions of teacher interaction by 91.6%, increasing motivation by 77.6%, understanding of learning materials by 94.7%, critical thinking by 100%, time management by 92%, learning outcomes by 96.5%, Course suitability by 90%. The conclusion of this study, the PJBL method which was implemented through online during the pandemic in the project management practicum course was quite effective, especially in sharpening students' critical thinking skills and achieving good learning outcomes.

Blended Learning Models, Curricula, and Gamification in Project Management Education

Project management learning involves realization of the project management’s knowledge areas, familiarity with advanced tools as well as developing abilities like critical thinking and decision-making. The majority of inexperienced project managers struggle to achieve these essential skills. Teaching project management is sometimes difficult due to the involvement of practical implementation along with delivering the theoretical concepts. The subject has been explored in a variety of ways by the research community covering the improvisations in teaching methodologies and curricula as well as the applications of alternative approaches such as blended learning and gamification. This article presents the review of the state-of-the-art research in project management education by carefully reviewing the selected research articles published between 2015 and 2022. The primary goal of this study is to summarize the impact of blended learning, curriculum and gamification in project management education by examining the empirically verified research. The key findings represent that “evaluation research” and “solution proposal” are the two most used research categories. Furthermore, this study proposes a taxonomy, which is designed to summarize the fundamental components of blended learning along with their advantages. Moreover, the challenges and gaps as open issues are also presented in the area of project management education. Additionally, this research suggests a project centric model to enhance the learning outcomes of project management courses and provides guidelines for instructors to improve the blended learning and gamification experience for students of project management courses. Finally, the prospects of future research have been offered to the fellow researchers and practitioners engaged in project management education.

Experience in analyzing a student's digital footprint in LMS Moodle.

Experience in analyzing a student's digital footprint in the Learning management System (LMS) Moodle. The analysis of the digital footprint is carried out in the cancers of the course "Project Management". The project management course is an actual course for future students of architectural specialties, due to the requirements of the professional standard. The data source was students' feedback about the course, as well as questionnaire data. The questionnaire is filled out by the listeners without fail. The questionnaire questions are post-project analysis questions from the MSF (Microsoft FrameWork Solutions) project development methodology. Unlike the questionnaire, feedback about the course is left at will, the content of the reviews is not regulated by anything. The main conclusion of the study can be attributed to the conclusion that the analysis of the digital footprint allows you to identify and determine the skills, abilities and the experience that students receive during the course. Thus, the analysis of the digital footprint serves as an independent confirmation of the correctness of the decision on which competencies the course should form. Also, the analysis of the digital footprint allows us to conclude whether the training course forms the skills and abilities required by professional standards in this specialty. The methodology of digital footprint analysis demonstrated in this study is of independent value.

RHIZOMATIC LEARNING IN ARCHITECTURAL EDUCATION: AN EMPIRICAL RESEARCH

Aim: Considering the learning process in modern architectural education, the position of architecture students as a bridge between external stimuli and reactions to academic stress is examined. The aim of the research is, to discuss the similarities between the students’ new learning tendencies and the rhizomatic learning method. Method: In the study, 99 online survey data (the participating students who take CAD-based design, project management, and construction technology courses) was evaluated by using SPSS software. Results: Initially, the findings show that failing the course was not related to; the lecturer (38.4%), language (47.5%), hand drawing (45.5%), and CAD tools (48.5%). Besides, on virtual/physical environment as YouTube (5.1%), Google (23.2%); WhatsApp (13.1%), library (11.1%), book purchase (5.1%), book download (14.1%), CAD project download (10.1), asking for a CAD project (6.1%) architecture students are always searching for solutions. Conclusion: The architecture students who experience academic stress; develop instant, optional, connected learning through digital and social networks; which points to the application of the rhizomatic learning method.

Project Management Training in Schools and Programs of Public Health in the United States

Background. Little is known about the use of project management in public health research and practice in the U.S. Research from other countries supports the use of project management (PM) principles to successfully manage public health programs and research, prevent delays, and reduce costs. However, knowledge of PM training in public health schools and programs is limited. This study sought to (1) determine the extent to which PM training is offered to public health students in schools and programs in the U.S. accredited by the Council on Education for Public Health (CEPH), (2) examine why project management courses are not offered, and (3) identify the challenges faced in offering PM courses. Methods. In May 2019, an online survey was distributed to 178 CEPH-accredited schools and programs in public health in the U.S. Thirty-seven percent of schools/programs completed the survey. Results. About 75% of CEPH-accredited schools and programs that responded do not offer PM training. However, respondents deemed PM skills and training critical for the success of students. Primary challenges included lack of qualified instructors, course cost, lack of school/program interest, perceived lack of student interest, and unfamiliarity of the benefits of PM to public health. Discussion. Opportunities abound for administrators to familiarize themselves with the evidence that PM training helps prepare students for the public health workforce. Identifying qualified faculty and funding to support curriculum development, the implementation of PM competencies by CEPH, and additional research are needed to encourage the adoption of PM in schools/programs of public health.

Unlikely allies in preventing sexual misconduct: Student led prevention efforts in a technical communication classroom

Students' participation in relevant service learning can have a unique impact on their institution of higher education, if provided the opportunity. This article explores student-designed sexual misconduct prevention efforts taking place in an undergraduate project management course at one institution of higher education. We found that involving students in particular kinds of campus communication design and implementation simultaneously improved those efforts and offered students the opportunity to participate in impactful civic projects. In our article, we first examine the most common approach to sexual misconduct prevention, while considering its limitations. We then introduce a nontraditional collaboration---technical communication student involvement within prevention work---which resulted in new efforts. Finally, we illustrate how instructors can integrate similar collaborations.

Case Study in Project Management: A Vehicle for Business Curriculum Integration

This case can be team-taught to combine the different elements of business education taught by individual faculty within a course in Project Management, as a partial, half-credit module within a business curriculum. This case study is written to address the feedback from prospective employers that the fresh recruits are reticent and need a long period of “internship / training / mentoring” before they are ready to be a part of the company’s internal team. The case, depicting a real company undergoing substantial changes, provides the students with opportunities to gain the analytical skills developed in the study of various business disciplines, while providing the opportunity for discussion and illustration of real-life scenarios, constraints, and roadblocks. Moreover, students practice team development and process efficiencies. Instructors will teach how marketing, sales, and procurement functions impact the accounting and finance components of the project so the project scope is managed within the resources, schedule, and budget.

National Dairy deriving value through project management

Subject area Project Management, Entrepreneurship, Risk Management, Communication. Study level/applicability Study level: MBA and Executive Education. Applicability: This case can be taught in the project management course. It will cover the project-planning phase, which is an iterative or progressive elaboration for the entire project lifecycle. The case will help in discussing how project management is an important discipline to manage projects and stakeholders effectively. Case overview The case depicts the dilemma of a passionate entrepreneur who is setting up an ambitious dairy business but project execution goes awry. The case discusses the challenges related to project planning and execution. It captures the essence of proactive risk management, measures that can mitigate risks and create opportunities. The case also discusses the entire project lifecycle from project initiation to closure and the challenges a manager has to face in terms of stakeholder engagement, risk management, stakeholder communication and scope change. Expected learning outcomes To understand the alignment of the project with the organisation strategy; to learn to create a project plan and monitor and control the scope, schedule, resources and costs; to accurately estimate project costs, timelines, and quality and schedule, using tools like MS Project; to learn the risk management techniques for managing projects, teams and stakeholders; and to manage stakeholder communication effectively. Supplementary materials Teaching notes are available for educators only. Subject code CSS 2: Built Environment.

Practice of Information Technology in Engineering Project Management Course

Practice of Information Technology in Engineering Project Management Course

An Effective Project Management Simulation for Distance Education

The challenge in distance education for project management courses is how to maintain quality when team projects, traditional lectures and in-class exercises normally conducted in face-to-face courses are not practical. This research explores the desirability and effectiveness of computer-based project management simulation as a teaching tool for industrial technology students in a distance education (DE) degree program. The purpose of using the simulation was to enhance learning outcomes related to project management processes and techniques taught in the course. A survey of approximately 100 students over four semesters was used to determine how online students responded to the use of simulation to teach specific project management concepts. Additionally, the research sought to determine which project management concepts were most enhanced through this active learning activity. The results established that the SimProject® computer-based simulation improved project management education for distance students and added value to the course by reinforcing text-based content. The data established a positive relationship between the simulation and specific project management knowledge areas for scope, time, cost, risk, human resource, communication, stakeholder, and quality management. The simulation provided students with the challenge to execute a virtual project, allowing up to three separate attempts, each with the same defined goals for time, cost, and quality. Dynamic, simulation- induced, life-like obstacles based on student choices presented unique management decisions for each trial. A successful outcome required students to meet time, cost, and quality goals within 10 percent of target. Student motivation for this pedagogy was apparent as most used all three attempts and provided positive survey feedback.

The Influence of Competition on New Product Development Project Planning Decisions

In a typical new product development (NPD) project, there are many alternatives, ranging from incremental changes or re-engineering of an existing product in order to compete better in an existing market, to breakthrough thinking and the development of a new product using new technologies that satisfy the needs and expectations of customers in new markets. We tested the hypothesis that competition influences the decisions of entrepreneurs managing NPD projects. The findings presented in this paper are based on a controlled experiment conducted in several project management courses using a simulation game. The results reveal that a competitive environment in which participants compete for the same customers tends to impact the planning of NPD projects. The paper contributes to the managerial practice by offering integration of “What if?” analysis in the planning phase of NPD projects. It can assist entrepreneurs to evaluate the tradeoffs of the feasible alternatives in a noncompetitive environment, and explain how market conditions, such as competitor entry behavior, affect the project plan. A decision on the best project plan, among all the feasible project plans, is based on management strategy that takes into account the level of competition along with the uncertainty in the technology, market, and environment. The game, combined with a simulation-based training tool, used in this study, offer an opportunity to develop and to try different alternatives for the management of NPD projects without risking the consequences of project failure.

Sustainable Smart Cities Challenges in Project Management Curriculum

Business schools aim to educate and train tomorrow’s managers, who will be responsible to lead their organizations towards success. Since businesses use projects as the main means to implement innovative strategy in all industry domains, it is the responsibility of project management instructors not only to explain relevant concepts and introduce tools and techniques, but also to raise students’ awareness to current and future social and environmental challenges and to offer methods to face those challenges. The paper presents case studies analysis to identify good practices for integrating challenges of sustainable cities and communities into the curriculum of project management courses.

Introduction to Problem Solving Using a Monte Carlo Spreadsheet Simulation

At The Citadel, data collection, analysis, and problem solving is taught as part of the technical project management course for junior and senior engineering students. Many real world problems have such a broad scope or are so complicated that they resist a purely analytical solution. One technique for analyzing these complex problems is simulation. This paper describes the efforts to introduce students to spreadsheet-based Monte Carlo simulation modeling to support problem solving. Students can master spread-sheet-based simulation especially easily, and can expand their skill set by being taught to use real world data sets. The instruction introduces students to spreadsheet modeling with excel software and the fundamental aspects of data collection, analysis, and simulation modeling. The instruction aims to provide students with modeling skills to support problem solving. Students can master spread-sheet-based Monte Carlo simulation, and can expand their skill set by doing so. This paper describes the use of spreadsheet-based Monte Carlo simulation and briefly explores the underlying methodology using Excel to support the instruction.

Impact of a novel project management course sequence on innovative thinking in pharmacy students

BackgroundAs healthcare continues to become more complex, pharmacist innovators have worked to advance the profession and expand the role of the pharmacist on the healthcare team. Accreditation standards for schools of pharmacy recognize the importance of developing future pharmacist innovators capable of making positive change in the profession, but there are limited resources available on how to best instill innovative thinking in student pharmacists. Educational activityA two-semester elective course sequence was created for third-year doctor of pharmacy students requiring completion of a longitudinal quality improvement project at a partnering health system. Students collaborated with key stakeholders to design a project plan and charter, identify deliverables, and deliver project results. Innovative thinking was assessed using a mixed methods approach including questionnaires with forced choice and open response items, focus group data, and semi-structured interviews. Each questionnaire item mapped specifically to an element of a validated model for employee innovation. From the beginning to the end of the course sequence, there were significant improvements in student-perceived project management self-efficacy and innovative thinking. Critical analysis of the educational activityStudent learning outcomes and the course structure mapped closely with a validated model of innovative behavior, demonstrating the effectiveness of utilizing project management to instill innovative thinking in student pharmacists. These findings support the concept that innovative thinking can be taught in pharmacy didactic curricula by situating students in the environment of real-world pharmacy practice.

Comprehensive Assessment of a Project Based Learning Application in a Project Management Course

Comprehensive Assessment of a Project Based Learning Application in a Project Management Course

Essential Skills for Data-driven Project Management: A classroom teaching experiment

We investigate the performance of students in a Data-driven Project Management course module that consists of several realistic case studies derived from the book “The data-driven project manager: A statistical battle against project obstacles” (Vanhoucke 2018). Based on case study evaluations, we monitor the students’ level for various technical and non-technical skills. We identify and classify seven project management skills in management literature and, subsequently, we statistically investigate the link between these skills and the student performance during the course module. Also, a model to incorporate these skills in the Dynamic Scheduling framework is proposed and validated using Structural Equation Modeling. The results indicate that planning is key for good risk analysis and project control, and show that both types of skills are important for successful project management.

Crisis Pedagogy: Student Perceptions of Pedagogical Transition Amidst the COVID-19

The COVID-19 pandemic has affected every sphere of human life including education. Educational institutes all over the world are faced with the unique challenge to keep running the education amidst the lockdowns and social distancing. This has resulted in an unprecedented shift to the alternate mode of instructional delivery. This is a temporary shift in the mode of delivery as a result of the crisis or emergency situation. The present paper discussed the implications of one of such crisis pedagogies of remote learning during the COVID-19 propelled closure of the tertiary institutions in Australia. The effectiveness of emergency remote learning (ERL) was assessed through the online survey. The participants were international students, the majority, at the time of the survey were in Australia and doing postgraduate course in project management. To assess the overall effectiveness, the solicited opinions were analyzed under five headings: students’ perception, curriculum, feedback, quality, and technology & resource. The ERL model adopted in this study has two components: self-paced asynchronous learning and faculty-guided synchronous learning. The aim of the self-paced asynchronous learning was to provide the student access to learning and teaching materials which they could use safely, reliably and remotely, and later used those in their learning at their own pace. Similarly, the aim of the synchronous learning was to provide an interactive learning experience as in face-to-face teaching through faculty-guided live session. The result of the present study reveals that students perceived the ERL quite positively and are satisfied with the overall online learning and reported that transition to online learning from face-to-face was smooth and without much of the issue.

Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation

This study investigated the predictive validity of school-subject-specific self-concepts of ability, intrinsic task values, and cost (operationalized as task effort) for motivation regarding unclassified novel learning content—a fictional project management course—as a function of perceived similarity between school subject and novel learning content. Using an experimental survey design, perceived similarity was induced by presenting a description of the project management course that had some similarity to either mathematics or German (i.e., the school subject). Participants (N = 582) were randomly assigned to one of two experimental conditions (i.e., course description hinting at mathematical versus German-related content). Results from multiple-group structural equation modeling demonstrated that individuals’ mathematics-specific self-concept of ability and intrinsic task value predicted their course-specific motivational beliefs only when the course description emphasized mathematical content. Facing mathematical course content, predictive validity of individuals’ mathematics-specific self-concept of ability and intrinsic task value, respectively, was higher than their German-specific self-concept of ability and intrinsic task value. Findings regarding cost were less consistent. Results are discussed with regard to expectancy-value theory and task choice in higher and further education.

Transforming student career paths into a project to increase engagement in a project management course

An engaging assignment connecting course curriculum to student career paths was created for an undergraduate business (project management) course. The assignment required students to turn either their job search or career path into a project. Learning goals, objectives, and outcomes were developed for academic, personal, and professional growth areas. Comments collected after completion demonstrated the ability of the project to connect with the students. Many students perceived the assignment as useful and even life-changing. Incorporating more business assignments that connect course material with the career path of students has the potential to increase student engagement and content knowledge.