Project-based learning in project management: A comparison to conceptual-based project management instruction

Recent research points to a strong relationship between retention of information and hands-on teaching strategies. This study aims to test this finding among students in an engineering technology program, across two offerings (two years) of a senior-level project management course and capstone experience course. This thesis examines how students learn project management topics through a conceptual-based project management course as well as through a project-based project management course. Completed through two trials, students completed a full semester fall course which requires student teams to design and plan a theoretical project, with special emphasis on project management, without executing the project. The second full-semester course in the spring semester requires students to design, plan, and execute a project with a final deliverable of a physical project prototype. Though students manage budgets, timelines, scope, and resource management in both courses, the experience is different as one project is conceptual, and one project is applied. Each student completes a project management self-efficacy questionnaire four times throughout this process. To establish a benchmark, the first questionnaire is completed within the first week of the first course. The second is administered at the end of the course. The last two questionnaires are completed in the second course. With these four sets of data for each student, this thesis analyzes how students’ self-efficacy changed throughout these two courses. Results showed that students learn various aspects of project management through the conceptual-based project management course (teamwork, time management) as well as the project-based project management course (dealing with factors outside your control, safety). Students learn the fundamentals of project management in the conceptual-based course and then have the opportunity to practice and execute those fundamentals in the project-based course. The results also showed that students in the Engineering Technology and Management for Agricultural Systems (ETMAS) program enter their senior year with 4.0% higher self-efficacy in overall project management than students entering their senior year in the Agricultural and Biological Engineering program (ABE).

Name thesis:degree_name

M.S.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Engr Tech & Mgmt for Ag Sys

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2022

Author dc:creator

• Johnson, Travis

Contributors dc:contributor

• Davidson, Paul C
• Maghirang, Ronaldo
• Korte, Debra
• Stoddard, Paul

• Project Based Learning
• Project Management
• Management
• Engineering Management
• Technology Management
• Project Based
• Project-based Learning
• Project-based
• Education
• Teaching
• Learning
• Self-efficacy
• Self Efficacy

Statement dc:rights

• Copyright 2022 Travis Johnson

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/117584

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F117584