{"title":"An effective method in project management education: A stepwise project modelled on a real-life project","authors":"Muhammad Odeh, Peerasit Patanakul","doi":"10.1016/j.ijme.2024.101079","DOIUrl":null,"url":null,"abstract":"<div><div>This study examines the use of three different methods in teaching project management: lectures, short case study assignments, and a semester-long stepwise project modelled on a real-life project. The results provide a better understanding of how teaching methods contribute to learning outcomes, measured by students' comprehension and knowledge gained. In Fall 2021 and Spring 2022, 110 and 84 questionnaires were distributed to students in project management courses, with 46 and 34 completed responses, respectively. The overall results indicate that the stepwise project contributes to the outcome of learning more than class lectures, however, no significant difference was found when comparing it with short case study assignments. The results indicate that the stepwise project contributes more to outcomes than other methods when implemented a second time. Overall, the stepwise project appears to be a promising method for further developed teaching plans and classroom policies. Limitations of this study include small sample size, social distancing, and the interdependent effects of teaching methods, which future studies should address. Future research could also explore the impact of teaching methods on leadership, collaboration, and communication skills. The impact of the instructor's experiences and familiarity with teaching methods could also be further explored.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101079"},"PeriodicalIF":6.0000,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Management Education","FirstCategoryId":"91","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1472811724001502","RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BUSINESS","Score":null,"Total":0}
引用次数: 0
Abstract
This study examines the use of three different methods in teaching project management: lectures, short case study assignments, and a semester-long stepwise project modelled on a real-life project. The results provide a better understanding of how teaching methods contribute to learning outcomes, measured by students' comprehension and knowledge gained. In Fall 2021 and Spring 2022, 110 and 84 questionnaires were distributed to students in project management courses, with 46 and 34 completed responses, respectively. The overall results indicate that the stepwise project contributes to the outcome of learning more than class lectures, however, no significant difference was found when comparing it with short case study assignments. The results indicate that the stepwise project contributes more to outcomes than other methods when implemented a second time. Overall, the stepwise project appears to be a promising method for further developed teaching plans and classroom policies. Limitations of this study include small sample size, social distancing, and the interdependent effects of teaching methods, which future studies should address. Future research could also explore the impact of teaching methods on leadership, collaboration, and communication skills. The impact of the instructor's experiences and familiarity with teaching methods could also be further explored.
期刊介绍:
The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.