Project Management Education Research Articles

Exploring Artifact Definitions in Project Management Education: A Case Study in a French Engineering School

Exploring Artifact Definitions in Project Management Education: A Case Study in a French Engineering School

Critical Pedagogies and Social Justice in Environmental Education: A Transformative Approach to Educational Project Management

This article explores the intersection between critical pedagogies and social justice in the context of environmental education, with a focus on transforming educational projects to promote meaningful social change. Through theoretical analysis and qualitative methodology, it highlights how critical pedagogies offer a valuable framework for addressing social and environmental inequalities. This approach fosters students' awareness of their role as agents of change in environmental protection and in creating more equitable and resilient communities. The results show that the application of these principles facilitates the development of critical thinking and empowerment competencies in students, promoting active participation in environmental management.

Generative AI Applications in Architecture, Engineering, and Construction: Trends, Implications for Practice, Education & Imperatives for Upskilling—A Review

This study investigates the current landscape of generative AI and LLM applications in architecture, engineering, and construction (AEC), focusing on trends, practical implications, educational strategies, and imperatives for upskilling. Employing a six-stage systematic review sourced from Google Scholar, Scopus and Web of Science, 120 papers were analyzed to provide a comprehensive understanding of the role of these technologies in shaping the future of the AEC industry. By addressing these objectives, the research contributes to enhancing knowledge about the potential impacts of generative AI and LLMs on the AEC industry and provides insights into strategies for leveraging these technologies effectively. This study underscores the transformative impact of AI and advanced technologies on the AEC sector and education. By enhancing learning experiences and optimizing construction processes, AI fosters personalized education and efficient project management. The study’s significance lies in its identification of necessary skills and competencies for professionals, ensuring effective AI integration. Implications include the need for continuous professional development, formal education, and practical training to leverage AI’s potential fully. This paves the way for sustainable, intelligent infrastructure and accessible, adaptive learning environments, driving innovation and efficiency in both fields.

Balancing enjoyment and learning in teaching software project management with game-based learning

Despite advancements in project management education, project failures remain common, often due to insufficient experience and skills. Games offer a valuable platform for teaching practical project management skills, allowing players to learn from mistakes without significant economic costs. However, many serious games in this field lack focus on engagement and motivation. The "Software Project Management Game" introduced in this article addresses these issues by incorporating motivational game design principles, drawing inspiration from entertainment games like Game Dev Tycoon and The Sims. The game ensures a smooth flow without unnecessary interruptions, putting players in control. Players progress through five projects of increasing complexity, gradually developing their skills and learning soft skills and task dependencies. This article details the design, implementation, and evaluation of the game, focusing on gameflow, intrinsic motivation, perceived learning, and usability. The results indicate that the game successfully balances enjoyment and learning, making it an effective tool for teaching core project management skills.

PROJECT MANAGEMENT IN THE FIELD OF INTERNATIONAL COOPERATION IN HIGHER EDUCATION INSTITUTIONS

The article evaluates the potential benefits of implementing project management in higher education and its influence on maintaining high-quality education. The study includes an analysis of a successful dual degree educational project involving several universities and surveys its participants, providing practical insights. The example of successful international cooperation, highlighted in the article, underscores the practical benefits of these methodologies. Key trends and challenges in applying project management within higher education management are identified, and various project management methodologies are analyzed to determine those most suitable for the educational context. The article provides recommendations to facilitate the implementation of project management in higher education institutions. Project management is a crucial tool in higher education, enhancing institutional goals and the quality of student training. It ensures efficient resource management, timely task completion, and alignment with labor market demands. Additionally, project management develops essential skills in students, such as teamwork and decision-making, and leads to adaptable curricula, cost reductions, and increased efficiency. Keywords: project management, international cooperation, higher education, management, education projects, higher education institutions, modern education.

The Practice Path of Educating Students by Total Factor Management of Scientific and Technological Innovation Projects

The practical education of science and technology innovation for college students has wide coverage and is deeply loved by students. It is an important way for colleges and universities to train students in talents. Project management is the basic carrier of college students’ science and technology innovation practice education. It is necessary to fully tap the educational value of college students’ science and technology innovation project management. With the focus of “management means, management carrier, all staff thinking and politics, and students’ needs”, the author has explored the whole elements of project management education resources and explored the practical path of project management education.

The Influence of Project Management Office, Education and Training, and Budget on the Implementation of Enterprise Resource Planning-Sap at PT Danareksa (Persero)

The application of information system technology in the company's business operations has the potential to have a major impact on the company's performance. In the last year, the development of information system technology has developed very rapidly by presenting various latest and cutting-edge innovations. The rapid development of information system technology encourages companies to be able to adapt to these changes, but not all types of information technology available are useful or in accordance with the needs of the company. In connection with the appointment as a Holding based on Government Regulation No. 113 of 2021. The company needs a reliable, practical and good information system to support overall operational transaction activities and also as a holding company and the desire to achieve a well-integrated and automated system. The phenomena that occur include: The implementation of Enterprise Resource Planning ("ERP") has not been maximized in carrying out the company's operational transactions and financial consolidation with holding members, The research approach used in this study is a quantitative approach. The results of hypothesis testing in this study are the first hypothesis to be accepted in this study. Based on the results of data processing, the t-statistical value of 3.194 is greater than the t-table of 1.96. The p-value of 0.001 is less than the alpha value of 0.05. That is, the first hypothesis shows that the Project Management Office (H1) has a positive effect, and Education and Training (H2) has no effect. It can be said that the Project Management Office has an effect on the implementation of ERP-SAP. The second hypothesis in this study, according to the findings of the study, the second hypothesis states that education and training on ERP- SAP implementation have a P-Value of 0.481 > 0.0. It can be concluded that Education and Training have no effect on ERP-SAP Implementation. ERP-SAP while the Budget has a positive effect on the implementation of ERP-SAP because it has an estimated value of 0.493. The Effect of Budget on ERP-SAP Implementation is significant because it has a p-value of 0.000 < 0.05. It can be concluded that the Budget has a positive effect on the implementation of ERP-SAP.

Enhancing Project Management Education: Investigating the Effectiveness of Flipped Learning and Active Experiential Learning Approaches

This study proposes an in-depth investigation into the efficacy of combining flipped learning and active experiential learning methodologies within the context of project management education at Open University Malaysia. The primary aim is to overcome the shortcomings of the traditional lecture-based teaching approach, which often falls short in engaging students and equipping them with the practical skills required for effective project management in real-world scenarios. By transitioning towards a more student-centered model through the implementation of flipped classrooms, this research seeks to enhance student engagement, learning outcomes, and overall satisfaction with the course. Employing a mixed-methods approach, the study will involve quantitative and qualitative techniques to gather comprehensive data. This includes pre- and post-assessment of students' knowledge and understanding of project management principles, alongside surveys and reflective journals to capture students' perceptions of the learning experience. The participant base will consist of students enrolled in a project management course, allowing for direct observation of the pedagogical strategies' impacts. The anticipated outcomes of this research are twofold. Firstly, it aims to provide empirical evidence on the effectiveness of integrating flipped learning and active experiential learning in project management education. Secondly, it seeks to offer actionable insights for educators and educational institutions on how to design and implement more engaging and effective instructional strategies. Ultimately, this study aspires to contribute significantly to the literature on educational methodologies in project management, paving the way for enhanced educational practices and student preparedness for professional success.

Project management education in the Kingdom of Saudi Arabia: a multi-method approach

PurposeThe purpose of the study was to assess the current state and demand of the project management education. Project management has gained increasing importance as a critical discipline for achieving successful project outcomes in various industries and sectors. In the Kingdom of Saudi Arabia (KSA), the demand for skilled project management professionals has increased due to different developmental projects and ambitious initiatives like NEOM.Design/methodology/approachThe study adopted a qualitative multi-method approach to comprehend the objective in depth. In the first round, a systematic literature review (SRL) was applied to explore the state of project management education (PME) in KSA. In the second, structured interviews with professionals were arranged to explore the phenomenon of interest in more detail. Moreover, three case studies were also included to support, comprehend and generalize the findings.FindingsThe study highlights the strengths and gaps in PME. The study also provides an insight to enhance the quality and effectiveness of the PME in KSA. Besides these, the research recommends exploring different avenues for the promotion of PME in the country.Originality/valueThe study offers a pioneering exploration of PME in KSA. It uses a multi-method approach to unveil unique insights into the country's educational landscape and its alignment with global industry standards.

The future of project management simulation exercises

In recent times project management has become among the most popular post graduate courses at UK Universities particularly for international students. Students consider the skill set useful for employability and transferable for a wide range of future avenues helpful in an uncertain world. However, many start this course with no workplace experience and many of the project management concepts are difficult to grasp or cannot be fully tested except within a realistic project situation. Hence project management simulations or games have become increasingly popular to help resolve this issue. This research study focuses on evaluating the effectiveness of a project management simulation exercise used by a leading UK University within their project management teaching programme at post-graduate level. A review of the literature included recent studies of simulation, the development of project management education thinking, experiential learning theory and the skill set required from modern project managers from the perspective of professional bodies, industry groups and academics. This produced a list of 17 skills or competences or knowledge areas including both hard skills such as schedule management and risk management and soft skills such as communication, collaboration, and innovation. Students from the 2021-22 academic year produced quantitative data via a survey relating to their self-perception of their skill level before and after the simulation. Tutors were interviewed to obtain a deeper insight into the mechanisms of learning, the conditions required and their thoughts on future simulation design development. This qualitative data was used to develop a conceptual model for future project management simulation design. The results show that from the student perspective this learning approach is highly effective with in almost all cases the level of competence started at below average and ended at above average after the simulation. Students consider this approach memorable and enjoyable, were fully engaged and would recommend to their peers. The problem of self-assessment was discussed but a link between student confidence and employability proposed. The conceptual model developed from the qualitative data includes not only simulation design but also game management and tutor skill development. Collaboration between industry partners, game developers and educationalists is proposed to develop the next generation of project management simulation exercises.

Bringing Project Management to life: The value of experiential learning through Virtual tours and engagement with Project professionals

This study explores the significance of experiential learning in project management education by utilising virtual tours and engaging with industry professionals. In collaboration with an external organisation, we developed a virtual tour video that showcases real world project management practices. The video provides a comprehensive view of a major project, featuring insights from more than 40 professionals. Inside the classroom, we combined this virtual tour with direct interactions with project professionals from the organisation. Students gained firsthand perspectives on how to apply theoretical concepts in practice. Feedback indicated that the virtual tour and engagement with professionals provided valuable real-world context, effectively bridging theory, and application. Students appreciated the interactive and well-structured experience. To enhance its impact further, we suggest diversifying perspectives, extending its duration, and striking a balance between theory and practical content.

Computer-based games in project management education: A review

The work-readiness of Project Management (PM) graduates has been highly discussed topic during the last decade. Employers consistently seek graduates capable of thriving in the ever-changing, intricate, and challenging project environment. Computer-based games offer the potential to replicate real-life project environment, allowing students to learn how to navigate the challenges posed by projects. PM higher education has started to utilise computer-based games in the curriculum to improve highly sought after technical and soft skills of students. While significant studies have been conducted on gamification within PM, the review of their contributions and key characteristics has been missing, hence, necessitating this study. This study explores the research trends and contributions of publications related to computer-based games in PM higher education. As a result, it provides valuable insights and recommendations for educators, game designers and researchers to effectively integrate computer-based games within PM higher education. The findings of this review hold value for educators aiming to use computer-based games as an integrated learning concept, game developers striving to create more effective games and researchers interested in indulging deeper into the realm of computer-based games for PM.

CREATIVITY IN PROJECT MANAGEMENT TEACHING: THE EVIDENCE FROM SYSTEMATIC LITERATURE REVIEW

This paper presents a systematic literature review of the empirical studies on project management teaching in higher education, examining to what extent teaching methods are oriented towards creativity. The systematic review is based on an analysis of relevant papers published between 1983 and 2019 and extracted from the electronic the ProQuest database and International Journal of Project Management. Literature suggests diverse benefits creativity can bring about to project environment including communication, conflict management, goal setting, and addressing increasing complexity of projectification impacted environment. However, the systematic review revealed that creativity is virtually not addressed at all in teaching of project management in higher education, even though overall diverse teaching methods and learning methods are used in the education of future project managers.

Improving project management skills by integrating a boardgame into educational paths

The increasing demand for practical project management skills makes crucial the adoption of innovative educational approaches. This study presents an experiment carefully designed to assess the effectiveness of an innovative project management educational boardgame named PMBoG. Two samples from a class of university students, enrolled in a bachelor's degree management course, participated in the experiment. One sample joined PMBoG sessions playing with and against other colleagues, the other sample did not participate in the sessions. After game sessions, both groups took a project management test to evaluate their capacity to make decisions or countermeasures based on classical project management issues. The test also included a questionnaire about game evaluations and peer feedback. Preliminary analysis using multiple statistical tests (t-test, ANOVA, Tuckey and Effect Size) indicates that participants in the experimental group demonstrated statistically significant higher performance compared to those who did not participate in the game sessions. The results suggest that the adoption of PMBoG positively impacts on increase of students' project management competencies. The study underscores the importance of incorporating experience-based and student-centered education tools in project management education, enhancing students' readiness for real-world project scenarios.

A Review of Postgraduate Programmes for Project and Construction Management Education

This paper aims to examine the past and present conditions, update them, and investigate postgraduate programmes in project and construction management in Turkey and the Turkish Republic of Northern Cyprus. It also serves as a reference for researchers on this subject. Although comparable research has been done in Turkey, the Turkish Republic of Northern Cyprus was included in the study because there hasn't been any research done there. In order to accomplish this, the second section provided a historical overview of the history of project and construction management. Project and construction management postgraduate programmes were investigated and researched in the third section. The current state of postgraduate programmes in project and construction management was described in the fourth section. Seventeen common headings were established in order to compare the information in the postgraduate programmes. Information for each postgraduate programme was specified under the common headings, and charts based on this information were created. Postgraduate programmes in project and construction management were assessed in the fifth section, and the results were presented.

Metaverse adoption for the teaching and learning of project management: an exploratory study of student use

The rapid adoption of collaboration technologies over the course of the COVID-19 pandemic, combined with the advancement, growth, and proliferation of metaverse technology capabilities, has created a heightened awareness and comfort with the use of advanced collaboration technologies for online and distance education. This paper presents an exploratory study of how metaverse technologies can be adopted for the teaching and learning of project management concepts and skills specifically, as metaverses have been identified as a legitimate tool for the support of virtual projects. As a part of this work, a task was designed and adopted in an undergraduate project management course. Study results related to the teaching and learning of project management as well as student perceptions of metaverse technology adoption show that students were able to work together in a metaverse environment and collaborate with one another to achieve group consensus on a task. Ultimately, the findings from this case can guide future adoptions of metaverse technologies both in and out of the classroom.

Using simulations in project management education – impact on awareness and ability to navigate projects in a sustainable way

PurposeExisting literature points out that conventional educational modes are not sufficiently motivational for students. Concurrently, the contemporary society requires awareness of sustainability within project management. The purpose of this paper is to investigate how the use of simulations in project management education can positively impact students’ awareness of sustainability and enhance their ability to navigate projects in a sustainable way.Design/methodology/approachExperiment where 26 experienced professionals with different backgrounds engaged in three extensive project management simulations with sustainable aspects and participated in pre- and post-assessments.FindingsOur research shows that simulations have a high potential for enhancing learning on project management with sustainable aspects. We conclude that simulations can significantly contribute to enhancing student awareness of sustainability. This is through directly confronting them with three areas in which sustainability impacts project management, that is the management of environmental, social, and economic aspects; through handling opportunities, complexities, and adaptability; and by assuming responsibility for sustainable development in the simulation case.Practical implicationsWe have shown that simulations – as a part of project management education – are highly likely to augment students' capacity to navigate their projects in a sustainable way.Originality/valueThis paper offers results of an empirical study on simulations as a means to create awareness of ability to navigate projects in a sustainable way. The paper provides extensive qualitative statements from participants, and thereby gives the reader insights into the raw data leading to insightful conclusions for the field of project management education.

Exploring the Current Practices and Future Directions in Project Management Education and Training

In light of the transformative influence of technologies and innovative methodologies associated with the Fourth Industrial Revolution, the paradigm of project management is undergoing a profound shift, prompting a re-examination of Project Management Education and Training (PMET). The escalating demand for project management expertise, juxtaposed with a scarcity of suitably qualified professionals, has yielded an increase in instances of faltering or challenging projects, thereby underscoring the amplified significance of PMET. A comprehensive assessment of the ongoing evolution of project management education and training is vital to shaping the trajectory of future educational strategies. In this context, bibliometric analysis has emerged as a pivotal tool, offering structured means to systematically present the expansive literature on PMET. This approach provides a panoramic view of the domain’s development, facilitating a more informed understanding of its current contours which is paramount for crafting effective educational strategies. Employing bibliometric analysis as its methodological backbone, this study endeavors to discern the existing landscape of project management education and training. For this purpose, a comprehensive analysis was conducted on a dataset comprising 435 documents related to PMET, spanning the years 1985 to August 2023. The results of this analysis indicate that PMET publications are predominantly situated within the context of engineering education. A prominent theme that emerges from the literature is the discernible requirement for novel and forward-thinking strategies in PMET development, with a pronounced emphasis on the cultivation of soft skills and the integration of contemporary training methodologies, including gamification and simulation.

Applying Lean to Improve Software Project Management Education

This article describes how different Lean principles and techniques have been adapted and applied to identify, analyze, and improve the value chain of a Software Project Management module in a computer science curriculum. This research is part of an initiative to improve the processes related to higher education teaching management, at a university, with the main goal of maximizing the value that is provided to students when taking a module. To represent and visualize the whole value chain of the module, the value stream mapping Lean management tool has been used. The essential module activities and the necessary elements to teach each one of these activities, from the first session to the final mark, were detected, collected, and represented using diagrams. The value chain analysis and review were performed by applying Lean principles and techniques. This article details several improvements to be applied to the module to eliminate the waste that did not add value to students.

Digital Technologies and Project Management as the Basis of Competitiveness of the Distance Business Education

The purpose of the study is to identify the features of ensuring the competitiveness of distance business education and modern trends in the development of the field of educational services and the role of digital technologies and project management in these processes. General scientific and special methods are used: historical-logical grouping (systematization of electronic learning system elements, distance education, approaches of project management etc.); generalization (understanding of modern role and evaluation of distance education and e-learning resources, digitalization processes). It has been proven that such an alternative to traditional formal education is more closely correlated with the demands of the labour market, allows to better and more quickly meet the needs of employers, and for employees to ensure their professional development throughout their life and to apply their competencies in the countries of the European Union. Approaches to project management in distance business education are described. It has been established that project management in business education has a scientific basis based on pedagogical theories and researches, which supports active, collaborative and critical learning, and also promotes the development of skills that are important in today's information society and the labour market.