An effective method in project management education: A stepwise project modelled on a real-life project

IF 6 2区 管理学 Q1 BUSINESS
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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.
项目管理教育的有效方法:以真实项目为模型的分步项目
本研究探讨了在项目管理教学中使用三种不同方法的情况:授课、短期案例研究作业和以真实项目为模型的为期一学期的分步项目。研究结果有助于更好地了解教学方法如何促进学习成果(以学生的理解能力和获得的知识为衡量标准)。2021 年秋季和 2022 年春季,分别向项目管理课程的学生发放了 110 份和 84 份调查问卷,完成答卷的学生分别为 46 人和 34 人。总体结果表明,逐步式项目比课堂讲授更有助于提高学习效果,但与短期案例研究作业相比,没有发现显著差异。结果表明,在第二次实施时,逐步式项目比其他方法更有助于提高学习效果。总之,分步式项目似乎是一种很有前途的方法,可以进一步制定教学计划和课堂政策。本研究的局限性包括样本量小、社会距离和教学方法的相互依存效应,这些都是未来研究应该解决的问题。未来的研究还可以探讨教学方法对领导力、协作和沟通技能的影响。还可以进一步探讨教师的经验和对教学方法的熟悉程度的影响。
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来源期刊
CiteScore
10.30
自引率
25.00%
发文量
136
审稿时长
64 days
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.
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