Ojiako, U; Chipulu, M; Ashleigh, M; Awinda, K; Samwinga, V; Brown, D and Maguire, S (2013) Pedagogical imperatives in the teaching of project management. Proceedings of Institution of Civil Engineers: Management, Procurement and Law, 166(2), pp. 68-76. ISSN 17514312
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 |
|---|---|
| Uncontrolled Keywords: | education & training; management; project management |
| Index terms: | exploration, survey, data analysis, dimension, project management, scaling, pedagogy, engineering education |
| Subjects: | project management theory and practice, teaching methods, health monitoring assessment and metrics, data analysis and analytics, data collection methods, professional education, environmental resource management, organization |
| Topics: | Education, Health and Safety, Project Management, Sustainability, Business Strategy, Research Practice |
| Descriptive scope: | 3 CEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here