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Teaching and learning in a traveling discipline

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review

Standard

Teaching and learning in a traveling discipline. / Goodall, Julie Bladt; Leimbach, Timo.

The human in the project. red. / Per Svejvig; Magnus R. P. Hansen. Roskilde : Dansk Projektledelse, 2018. s. 49-61.

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review

Harvard

Goodall, JB & Leimbach, T 2018, Teaching and learning in a traveling discipline. i P Svejvig & MRP Hansen (red), The human in the project. Dansk Projektledelse, Roskilde, s. 49-61.

APA

Goodall, J. B., & Leimbach, T. (2018). Teaching and learning in a traveling discipline. I P. Svejvig, & M. R. P. Hansen (red.), The human in the project (s. 49-61). Roskilde: Dansk Projektledelse.

CBE

Goodall JB, Leimbach T. 2018. Teaching and learning in a traveling discipline. Svejvig P, Hansen MRP, red. I The human in the project. Roskilde: Dansk Projektledelse. s. 49-61.

MLA

Goodall, Julie Bladt og Timo Leimbach "Teaching and learning in a traveling discipline". og Svejvig, Per Hansen, Magnus R. P. (red.). The human in the project. Roskilde: Dansk Projektledelse. 2018, 49-61.

Vancouver

Goodall JB, Leimbach T. Teaching and learning in a traveling discipline. I Svejvig P, Hansen MRP, red., The human in the project. Roskilde: Dansk Projektledelse. 2018. s. 49-61

Author

Goodall, Julie Bladt ; Leimbach, Timo. / Teaching and learning in a traveling discipline. The human in the project. red. / Per Svejvig ; Magnus R. P. Hansen. Roskilde : Dansk Projektledelse, 2018. s. 49-61

Bibtex

@inbook{fa5e6500911b40d4abbcd807b493b960,
title = "Teaching and learning in a traveling discipline",
abstract = "Taking departure in the fact that the project format spreads across many disciplines and practices and even has entered the private life of people, this paper wants to consider the challenges and opportunities involved with this process of migration with a specific focus on project management education. As a first step in this process we will analyse the central format of education repre-sented by the formal qualifications offered by the main certification institutions. Therefore, we utilize the framework of Trowler’s “teaching and learning regime” in order to understand the di-mensions of this dominant mode of project management education. It results in five different dimensions: 1. Knowledge as global best practices, 2. Experience as learning, 3. Associa-tion/membership as credential and access, 4. Maintenance of knowledge, and, 5. Formal courses as relevant but not necessary. The analysis and discussion of the dimensions with regards to po-tential impacts of a migration underline the need for emphasizing interpersonal experience in a wider sense, for incorporating experiential learning models into our educational formats, and for combining experiential learning with critical reflection in order to develop reflective practice. This requires a discussion on the understanding of reflective practice, which needs to be complement-ed by an analysis of existing educational formats aimed at understanding needs and possibilities for reflective practices in different contexts.",
author = "Goodall, {Julie Bladt} and Timo Leimbach",
year = "2018",
month = "5",
language = "English",
isbn = "978-87-980516-1-9",
pages = "49--61",
editor = "Svejvig, {Per } and Hansen, {Magnus R. P.}",
booktitle = "The human in the project",
publisher = "Dansk Projektledelse",

}

RIS

TY - CHAP

T1 - Teaching and learning in a traveling discipline

AU - Goodall, Julie Bladt

AU - Leimbach, Timo

PY - 2018/5

Y1 - 2018/5

N2 - Taking departure in the fact that the project format spreads across many disciplines and practices and even has entered the private life of people, this paper wants to consider the challenges and opportunities involved with this process of migration with a specific focus on project management education. As a first step in this process we will analyse the central format of education repre-sented by the formal qualifications offered by the main certification institutions. Therefore, we utilize the framework of Trowler’s “teaching and learning regime” in order to understand the di-mensions of this dominant mode of project management education. It results in five different dimensions: 1. Knowledge as global best practices, 2. Experience as learning, 3. Associa-tion/membership as credential and access, 4. Maintenance of knowledge, and, 5. Formal courses as relevant but not necessary. The analysis and discussion of the dimensions with regards to po-tential impacts of a migration underline the need for emphasizing interpersonal experience in a wider sense, for incorporating experiential learning models into our educational formats, and for combining experiential learning with critical reflection in order to develop reflective practice. This requires a discussion on the understanding of reflective practice, which needs to be complement-ed by an analysis of existing educational formats aimed at understanding needs and possibilities for reflective practices in different contexts.

AB - Taking departure in the fact that the project format spreads across many disciplines and practices and even has entered the private life of people, this paper wants to consider the challenges and opportunities involved with this process of migration with a specific focus on project management education. As a first step in this process we will analyse the central format of education repre-sented by the formal qualifications offered by the main certification institutions. Therefore, we utilize the framework of Trowler’s “teaching and learning regime” in order to understand the di-mensions of this dominant mode of project management education. It results in five different dimensions: 1. Knowledge as global best practices, 2. Experience as learning, 3. Associa-tion/membership as credential and access, 4. Maintenance of knowledge, and, 5. Formal courses as relevant but not necessary. The analysis and discussion of the dimensions with regards to po-tential impacts of a migration underline the need for emphasizing interpersonal experience in a wider sense, for incorporating experiential learning models into our educational formats, and for combining experiential learning with critical reflection in order to develop reflective practice. This requires a discussion on the understanding of reflective practice, which needs to be complement-ed by an analysis of existing educational formats aimed at understanding needs and possibilities for reflective practices in different contexts.

M3 - Book chapter

SN - 978-87-980516-1-9

SP - 49

EP - 61

BT - The human in the project

A2 - Svejvig, Per

A2 - Hansen, Magnus R. P.

PB - Dansk Projektledelse

CY - Roskilde

ER -