Project Management Network for Excellence in Learning & Teaching PMnetwork Excellence in Teaching and Learning for Project Management Edinburgh 08 Roger Atkinson

Project Management Network for Excellence in Learning & Teaching PMnetwork Background 3 Conferences – Time, Reflections, Rhythm IJPM 26(3) 2008 Bid to BMAF The Team

Project Management Network for Excellence in Learning & Teaching PMnetwork Objectives of the PMnetwork Identify participants Do something … e.g. Create an External Examiners Group Distribute that something

Project Management Network for Excellence in Learning & Teaching PMnetwork Activities to date: –Lancaster University 7th Apr 08 Emergent ideas/outputs: –Create a Guest Lecture Group –Vienna in May Pmnetwork.org.uk

Project Management Network for Excellence in Learning & Teaching PMnetwork.org.uk Building the Web Presence Steve Barron

Project Management Network for Excellence in Learning & Teaching PMnetwork.org.uk Evolving Purpose of the site: 1. A presence to attract a community 2. Promote the 1 st Workshop 3. Communicate Outcomes from W1 4. Broaden the Purpose: Capture Information and Support the Community

Project Management Network for Excellence in Learning & Teaching PMnetwork.org.uk Capture Information: Who Are We? 31 Institutions at W1 External Examiner Community Guest Speaker Database PM Courses Database Bournemouth University Conferences

Project Management Network for Excellence in Learning & Teaching PMnetwork.org.uk Capture Information: Wiki – examples of excellence in teaching and learning Wikispaces (has keywords) PBwiki

Project Management Network for Excellence in Learning & Teaching Educating Professional Project Managers Denise Bower & Miles Shepherd

Project Management Network for Excellence in Learning & Teaching Some questions for HE… Is project management a profession? Can project management develop into a profession? What are the implications of profession for HE institutions? –adherence to a recognised body of knowledge? –accreditation of HE courses by professional bodies? Can HE courses produce professional project managers?

Project Management Network for Excellence in Learning & Teaching Is Project Management a Profession? In sociological studies of professions and professionalism, there is no mention of project management. Under most definitions of profession, project management does not qualify (Zwerman and Thomas 2001). Many countries do not even recognise PM as an occupation

Project Management Network for Excellence in Learning & Teaching Can PM Develop into a Profession? Project Management Institute (PMI) mission is ‘to further the professionalization of project management’. APM pursuit of a Royal Charter. General implications: –barriers to entry –market closure –lack of effectively from either major users or from government

Project Management Network for Excellence in Learning & Teaching Taught Programmes and BoKs? Professional societies recognise importance of knowledge. Traditional professions have unique ‘body of knowledge’: –Extensive range of publications –Segmented –Not ‘owned’ by segments of the societies Professional knowledge includes what is known but not recorded (body of tacit knowledge in any profession) Mastery of this body of knowledge critical

Project Management Network for Excellence in Learning & Teaching HE and BoKs? PMAs have defined their own ‘Bodies of Knowledge’ (BoK) and claim ownership Current BOKs seen as narrow and opinion based (lack of formal research) Purpose undeclared (Certification base or guides for practitioners. Many university courses are based closely on BoKs and this too is a cause for concern (Winter and Thomas 2004)

Project Management Network for Excellence in Learning & Teaching Accreditation by PMAs? Linked to BoK issues US domination of ‘profession’ via PMI (260,000 members in 171 countries) Lack of ‘academic’ credibility Poor course design

Project Management Network for Excellence in Learning & Teaching Professional Closure PMI aim ‘to further the professionalization of project management’ is clearly seeking formal recognition as a profession. International Project Management Association (IPMA) aim ‘the enhancement in Project Management and the advancement of Project Management as a profession. Largest IPMA member association, Association for Project Management (APM), is seeking a Royal Charter.

Project Management Network for Excellence in Learning & Teaching Can HE Courses Produce Professional Project Managers? Answer must be a resounding ‘NO!’ But this is not our role However, there is a place for us alongside the Professional Societies

Project Management Network for Excellence in Learning & Teaching Exploring the Actuality of Complex Projects – t o improve practitioner development Miles Shepherd & Roger Atkinson

Project Management Network for Excellence in Learning & Teaching Problematic Projects Well articulated literature of sub-optimal project performance Crosses all disciplines, from engineering through Information Technology to Social Sciences and society as a whole Wasted resources cannot be tolerated, particularly in the public sector

Project Management Network for Excellence in Learning & Teaching Problematic Projects Well Applied Project Performance Underlying Theory Theory Application Inadequate or incomplete Adequate or well developed Poorly TaughtPoorly Learned Poorly Applied

Project Management Network for Excellence in Learning & Teaching PeriodCentral ConceptMain ThrustMeans 1960s SchedulingCoordinating activitiesInformation technology, planning 1970s TeamworkCooperation between participants Process facilitation, role definition 1980s Uncertainty reduction Making stable decisionsSearch for information, selective redundancy Risk management 1990s SimultaneityOrchestrating contending demands Responsiveness Collaboration 2000s Adaptation Strategic focus Globalization One size does not fit all Connect PM to business Off-shore projects Adaptive approach Build a project strategy Virtual coordination Changing Emphasis

Project Management Network for Excellence in Learning & Teaching Actuality A participative cooperative enquiry based on a range of atypical events and activities experienced by actors in context Allows holistic and shared understanding of practice Encourages…a multiple perspectives approach Requires a conscious effort to understand the relationship between actor and structure in context

Project Management Network for Excellence in Learning & Teaching Research Design Actuality of Learning Secondary Data PM Literature Pedagogical Literature Review of Results Actuality of Projects Primary Data Synthesis

Project Management Network for Excellence in Learning & Teaching Actuality of Learning Outcomes expected to discuss: Levels (undergraduate vs postgraduate) Content (possible curricular content) Professional arguments Pedagogic possibilities: Rhythms (speed, cadence and syncopation) Approaches