Learning How to Manage Projects: exploring the situational context

Publication Type:
Conference Proceeding
6th Annual Project Management Australia Conference, 2009, pp. 1 - 13
Issue Date:
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This paper presents an account of how project management practitioners learn, how they determine what they want to learn and suggests some future directions for their knowledge journey. Two similar teaching approaches will be discussed that are currently used at undergraduate and post graduate level in an Australian University. The approaches used to embed the formal concepts taught in class include field work and reflective practice. This will provide a view of the formal structure in which learning takes place and the informal way that explicit knowledge is converted to tacit knowledge. A formative research study into project management research directions undertaken in 2003 provides a framework for the knowledge required by practitioners to further the discipline of project management
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