Pedagogical imperatives in the teaching of project management

Ojiako, Udechukwu, Chipulu, Maxwell, Ashleigh, Melanie, Awinda, Kenneth, Samwinga, Victor, Brown, D. and Maguire, Stuart (2012) Pedagogical imperatives in the teaching of project management. Proceedings of the ICE - Management, Procurement and Law, 166 (2). pp. 68-76. ISSN 1751-4304

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Abstract

This research builds on previous work conducted within the area of professional civil engineering education that explores pedagogical implications of teaching project management within the civil engineering discipline. The focus is to explore how pedagogical considerations impact on the experience of civil engineering students studying project management. This exploration utilises data gathered from a survey of 410 management and civil engineering students studying project management across four UK universities. Data analysis was conducted using a combination of exploratory data analysis, three-way multidimensional scaling and property fitting. Although differences in salience were found, the existence of common dimensions of project management pedagogy suggests two important implications: first that project management is independent of specific discipline peculiarities (and by implication, interdisciplinary), and second that the approach to teaching should take into account the context within which civil engineering students operate.

Item Type:	Article
Subjects:	K900 Others in Architecture, Building and Planning N200 Management studies X300 Academic studies in Education
Department:	Faculties > Engineering and Environment > Architecture and Built Environment Faculties > Engineering and Environment > Mechanical and Construction Engineering
Related URLs:	Publisher
Depositing User:	Victor Samwinga
Date Deposited:	16 Apr 2013 11:36
Last Modified:	13 Oct 2019 00:32
URI:	http://nrl.northumbria.ac.uk/id/eprint/12140

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