Project management learning: Key dimensions and saliency from student experiences

An Novel Optimization Model for Ideological and Political Course in Colleges under the Environment of BD Mining Technology

The big data (BD) era and pertinent computer science, pedagogy, and educational psychology knowledge are the foundations of this essay, based on the idea of the holistic development of human beings, the IPE (Ideological and Political Education) carrier theory, the new idea of educational development, and the strategy of strengthening the nation through education; the challenges IPECU (Ideological and political education in Colleges and Universities) faces and its path toward optimization are discussed relatively in detail in this paper, which conforms to the context of mega data thinking. The influence of IPECU's subject, object, and educational effect is discussed in this paper, along with tips for how to improve and innovate IPECU in the context of big data. In addition, it is noted that in the age of mega data, we must not only bravely take on challenges, but also actively seize opportunities if we are to realize the innovative and optimized development of IPECU. Moreover, the definitions of mega data and big data prediction function are provided in this paper. IPE can be used with the big data prediction function, which is further explored in this article. In order to realize the innovation of IPE mode in universities, this paper aims to encourage the integration and development of IPE and big data in academic settings.

Application of Career Ecosystems Theory and the New Psychological Contract to the Field of Project Management: Toward a Conceptual Model

The purpose of this article is to explore how different actors can operate within a project management ecosystem to sustain a pool of project management personnel with the knowledge, skills, and abilities of the standards required to support successful project delivery into the future. A new conceptual model is presented offering a set of six propositions whereby professional associations mediate the relationship between project management personnel and employers. The article advances understanding of career ecosystems theory and the new psychological contract via application to a new domain of project management. Practical implications and future research opportunities are also discussed.

Exploring Student Perceptions of Their Readiness for Project Work: Utilizing Social Cognitive Career Theory

A changing labor market is leading to an increased prevalence in project work. In this study, we explore student perceptions of project work. We find that these emerging adults prefer leadership positions, are concerned with social values, and view project work as essential preparation for the workplace. Utilizing a social cognitive career theory lens, we find that the goals, interests, and self-efficacy beliefs of emerging adults align with the needs of project management, but there is a lack of technical knowledge on project processes. Framing the question from the viewpoint of students who will be entering the workforce at the end of their programs of study, we see that students embrace the concepts inherent in project work. The implication for human resource managers is that emerging adults believe that they can succeed in project work, but technical skills are needed to help them succeed in formal project management roles. We provide recommendations, discuss limitations, and suggest future research directions.

Project Management Competences by Teaching and Research Staff for the Sustained Success of Engineering Education

Projects have become an essential instrument for the success of universities. In a context of globalization and increasing complexity, they must sharpen their resourcefulness to face these challenges and adapt to this changing environment. To reach these objectives, they undertake a series of activities of a unique, concrete and temporary nature, not always technical but managerial ones. If universities work with people on projects in the production, transmission and dissemination of knowledge, then they link with society to solve its problems. For this reason, teaching and research staff (TRS) should promote a range of professional project management (PM) competences in different areas for the proper management of the projects in which they take part. Through a Delphi technique, a panel of twenty-four accredited teaching experts who are carrying out significant research and holding directive roles, measured the importance of acquiring and/or improving professional PM competences by their TRS. Consensus and stability reached after two rounds of consultation confirmed there are a series of crucial competences for the practice of relevant teaching and pioneer research. Results obtained are the basis for a gap plan that allows the TRS to participate in and/or lead university projects with greater self-confidence and personal motivation.

Project Management Learning: A Comparative Study between Engineering Students’ Experiences in South Africa and the United Kingdom

This study explores how engineering students studying project management perceive their learning experiences. To facilitate an understanding of the constituent components of engineering students’ experiences and to understand how these experiences influence preferred learning styles, a comparative study of university students studying engineering in South Africa and the United Kingdom is conducted. The study finds no significant demographic differences in learning experiences across the two student cohorts. However, the South African cohort reports higher levels of overall experiences. They also report higher usage of online learning materials but lower levels of blended learning and individual critical evaluation skills experiences.