Abstract :
In the digital age, instructional designers must possess both a sound instructional
design knowledge base and solid project management skills that will
enable them to complete courseware projects on time, on budget and in conformance
with client expectations. Project management skills include the
ability to apply repeatable processes, along with interpersonal skills such as
communication and leadership skills. However, courses in project management
are often absent from the higher education instructional design curriculum,
creating a gap between what is learned in instructional design
programmes and real-world practice. In this paper, the author draws on the
education and project management fields to examine this gap. The author
argues that the gap between instructional design project management models
and how instructional design practitioners view project management is a consequence
of the divergent perspectives of higher education subcultures and the
extent to which those subcultures are likely to embrace cross-disciplinary subjects
such as project management. The author proposes some research and
advocacy opportunities for closing the gap between instructional design education
and practice.
