Learning and teaching challenges in project management

This paper seeks to examine how considerations of future pedagogy will impact on the student experience. This examination utilises data gathered from a survey of students studying project management. The data are analysed using CATPCA in order to establish the key components of studentsʹ experiences. Overall, two key components emerged from the data (representing studentsʹ perceptions of what is significant in their project management learning experiences). The first component, transferable skills, addresses parameters such as interpersonal skills, time management, curriculum coherence, critical thinking and communicating. The second component is virtual learning which includes the quality of e-resources and how relevant and accessible information is managed online. We conclude that the effective use of virtual learning environments is more crucial for students who are less skilful at managing their studies independently. This study brings an important contribution to literature on teaching and learning project management as traditionally studies have either focused on teaching and learning (within project management) or studentsʹ experiences relating to pedagogic factors generally. What research has not done is link these two concepts together.