The limitations and difficulties of experiential learning in teaching project management at undergraduate Management degrees

Authors

  • Leandro Costa Schmitz Universidade do Estado de Santa Catarina, Florianópolis/SC
  • Graziela Dias Alperstedt Universidade do Estado de Santa Catarina, Florianópolis/SC
  • Hans Michael Van Bellen Universidade Federal de Santa Catarina, Florianópolis/SC
  • Janaina Lopes Schmitz Sociedade Educacional de Santa Catarina, Florianópolis/SC

DOI:

https://doi.org/10.13058/raep.2015.v16n3.283

Keywords:

Experiential Learning, Management Teaching, Project Management

Abstract

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.

Downloads

Download data is not yet available.

Author Biographies

Leandro Costa Schmitz, Universidade do Estado de Santa Catarina, Florianópolis/SC

Doutor em Administração pela UFSC. Áreas de interesse em pesquisa: Gerenciamento de Projetos, Ensino e Pesquisa em Administração, Tecnologia da Informação e Inovação. 

Graziela Dias Alperstedt, Universidade do Estado de Santa Catarina, Florianópolis/SC

Doutora em Engenharia de Produção e Sistemas pela UFSC. Áreas de interesse em pesquisa: Ensino e Pesquisa em Administração, Organizações e sustentabilidade, ensino de Administração e Sustentabilidade, empreendedorismo e negócios sociais.

Hans Michael Van Bellen, Universidade Federal de Santa Catarina, Florianópolis/SC

Doutor em Engenharia pela UFSC. Áreas de interesse em pesquisa: Desenvolvimento, Gestão da Sustentabilidade, Indicadores de Sustentabilidade, Governança Publica e Economia Ecológica.

Janaina Lopes Schmitz, Sociedade Educacional de Santa Catarina, Florianópolis/SC

Mestre em Contabilidade pela UFSC. Áreas de interesse em pesquisa: Ensino e Pesquisa em Contabilidade, Gestão da sustentabilidade e Inovação.

Downloads

Published

2015-09-30

How to Cite

Schmitz, L. C., Alperstedt, G. D., Van Bellen, H. M., & Schmitz, J. L. (2015). The limitations and difficulties of experiential learning in teaching project management at undergraduate Management degrees. Administração: Ensino E Pesquisa, 16(3), 537–569. https://doi.org/10.13058/raep.2015.v16n3.283

Issue

Vol. 16 No. 3 (2015): Julho-Setembro

Section

Articles

License

 

By publishing a manuscript in the journal Administração: Ensino e Pesquisa (RAEP), the authors declare that the work is of their exclusive authorship and therefore assume full responsibility for its content. The authors grant RAEP a non-exclusive rights license to use the work in the following ways:

(1) Sell and / or distribute the work in hard copies or electronic format.

(2) Distribute parts of the work as a whole to promote the journal through the internet and other digital and printed media.

(3) Record and reproduce the work in any format, including digital media.

Authors and readers are permitted to share the material, use it in classes, for presentations and also for other purposes, and to create new knowledge based on any RAEP publication, as long as the due credit is attributed to the original work and the respective author(s), through citations, references, and other means.

The journal adopts preventive measures to identify plagiarism using software designed for this purpose.

RAEP does not charge authors for the article submission nor for the publishing of approved articles.

In line with the journal's policies, each published article will be given a Creative Commons CC-BY 4.0 license.