Designing Effective Projects: Decision Options for Maximizing Learning and Project Success

Roger J. Volkema

35 citations0/0 files storedOrganizational Behavior Teaching Review

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Management and Marketing Education Problem and Project Based Learning Engineering Education and Pedagogy

Abstract

In recent years, more and more business schools have introduced team-based projects into their curricula as a means of addressing corporate, small business, and community-service issues while teaching students a variety of project management skills (technical and sociocultural). In designing a project-oriented course, an instructor has a number of options available with respect to project identification, project focus and scope, team size, composition and leadership, course content, content delivery, and student project evaluation. This article discusses the advantages and disadvantages of these various options, as well as the factors that are most likely to moderate an instructor’s choices in seeking to maximize student learning and project success.

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References

2004A guide to the project management body of knowledge (PMBOK guide)1997What Makes Teams Work: Group Effectiveness Research from the Shop Floor to the Executive Suite 1996Searching for Common Threads: Understanding the Multiple Effects of Diversity in Organizational Groups 1977Stages of Small-Group Development Revisited 2002TIME, TEAMS, AND TASK PERFORMANCE: CHANGING EFFECTS OF SURFACE- AND DEEP-LEVEL DIVERSITY ON GROUP FUNCTIONING.1998A Time For Telling 2008Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability.2024Determinant of Profitability in Indian Cement Industry: An Economic Analysis

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