The limitations and difficulties of experiential learning in teaching project management at undergraduate Management degrees
This paper deepens the study on the use of experiential learning in the project management discipline as part of an undergraduate degree in Management by presenting the results of a two-year research study aimed at analyzing the limitations and difficulties faced by students. As such, the first prob...
| Autores: | , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | Brasil |
| Recursos: | Associação Nacional dos Cursos de Graduação em Administração (ANGRAD) |
| Repositorio: | Administração (São Paulo. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.raep.emnuvens.com.br:article/283 |
| Acesso em linha: | https://raep.emnuvens.com.br/raep/article/view/283 |
| Access Level: | acceso abierto |
| Palavra-chave: | Experiential Learning Management Teaching Project Management Aprendizagem experiencial Ensino de Administração Gerenciamento de Projetos |
| Resumo: | This paper deepens the study on the use of experiential learning in the project management discipline as part of an undergraduate degree in Management by presenting the results of a two-year research study aimed at analyzing the limitations and difficulties faced by students. As such, the first problem seen is that of adapting the teaching and learning process to the content, followed by how experiential learning is presented and applied in the project management discipline. Data was collected using questionnaires with open-ended questions administered to the groups of students graduating the discipline at the end of four consecutive semesters, adding up to 157 students. Based on the information from the questionnaires, categories of analysis to address the limitations, difficulties and suggestions for improvements were determined. Excerpts from the responses were used to illustrate the main findings, which point to the relevance of the Content, Time and Professor categories in addressing the limitations; the Content, Time and Commitment categories for the difficulties; and the Content, Professor and Integration categories as regards the proposed improvements. The results will allow for refinements to be made in how the discipline is handled. |
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