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.
| Original language | English |
|---|---|
| Title of host publication | The human in the project |
| Editors | Per Svejvig, Magnus R. P. Hansen |
| Number of pages | 13 |
| Place of publication | Roskilde |
| Publisher | Dansk Projektledelse |
| Publication date | May 2018 |
| Pages | 49-61 |
| ISBN (Print) | 978-87-980516-1-9 |
| Publication status | Published - May 2018 |