Project Management: Practice-Based Learning in a UK University

Abstract

Purpose

The chapter evaluates the value of practice-based teaching and learning on a UK postgraduate unit and describes the development of conceptual models for the student practice-based experience.

Methodology/approach

Student experience is explored through the use of an in-depth case study. Student understanding is explored through an exit survey of students.

Findings

Student experience of the unit was positive and negative. Positive experiences stem from good client communications, a motivated student team, and the buzz of a real project. Positive experiences appear to lead to a perception of pride in outcomes and personal transferrable skills. Negative experiences stem from the lack of life experience, language difficulties, client unavailability, lack of subject knowledge, and literature gaps which left students feeling ill-equipped to deal with the international group context. Negative experiences lead to stress and poor group development.

Research limitations

The study is based on a single simple case. The methodology has sought to reduce problems with internal validity and bias. The data collection and analysis methods are repeatable and we encourage other academics to test our conceptual models and conclusions.

Originality/value

Conceptual models for positive and negative experience are proposed.

The study suggests there is a balance to be sought between providing a positive student experience and practical learning. Practice-based learning adds significant value to the student in terms of improved understanding of hard and soft tools, but may need to be based upon positive and negative experience.

Citation

Philpott, E. and Owen, D. (2016), "Project Management: Practice-Based Learning in a UK University", Wankel, L.A. and Wankel, C. (Ed.) Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes, Emerald Group Publishing Limited, Leeds, pp. 143-164. https://doi.org/10.1108/978-1-78635-064-020161007