Purpose

This study aims to investigate how to improve the project management (PM) curriculum by evaluating the nature and alignment of learning outcomes in the PM course syllabi with Bloom’s Taxonomy framework.

Design/methodology/approach

The research methodology for this study is an integrative approach that uses document analysis and content analysis. The data set was selected based on a purposeful sampling method and came from PM course syllabi for classes that were taught during the 2016–2018 academic years.

Findings

Results revealed that most of the reviewed PM course syllabi contained learning outcomes although they were written and assessed at the lower levels of Bloom’s Taxonomy and knowledge dimensions. The study calls for the academy and industry to partner in improving the PM curriculum to lower the PM talent deficit and increase project success rates.

Research limitations/implications

The absence of PM learning outcomes or the presence of poorly written PM learning outcomes in a course implies that the academy should provide professional development programs to help professors learn how to formulate and write specific, measurable, achievable, relevant and timely learning outcomes. The professors should also ensure that the learning outcomes use a type of cognitive taxonomy that is aligned with the appropriate assessments to measure, monitor and guarantee assurance of learning.

Practical implications

Academy and industry partners can work collaboratively to provide students with opportunities that expose them to real-world experiential projects, internships and job opportunities while concurrently giving them hands-on practical applications of learned PM knowledge and skills. The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates.

Social implications

The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates.

Originality/value

To the researchers’ knowledge, this is the first study to specifically investigate the presence and nature of PM learning outcomes in course syllabi. By evaluating the alignment between PM learning outcomes and Bloom’s Taxonomy action verbs and cognitive processes, the study provides some exemplars of well-written and measurable learning outcomes that professors can use to inform their PM curriculum through course design or redesign.

中文翻译：

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通过使课程学习成果与 Bloom 的分类法框架保持一致来改进项目管理课程

目的

本研究旨在通过使用 Bloom 的分类法框架评估 PM 课程大纲中学习成果的性质和一致性，研究如何改进项目管理 (PM) 课程。

设计/方法/方法

本研究的研究方法是使用文档分析和内容分析的综合方法。数据集是根据有目的的抽样方法选择的，来自 2016-2018 学年教授课程的 PM 课程大纲。

发现

结果显示，虽然大多数已审查的 PM 课程大纲包含学习成果，但它们是在 Bloom 分类法和知识维度的较低级别编写和评估的。该研究呼吁学术界和工业界合作改进 PM 课程，以减少 PM 人才短缺并提高项目成功率。

研究限制/影响

课程中没有 PM 学习成果或存在写得不好的 PM 学习成果意味着学院应该提供专业发展计划来帮助教授学习如何制定和编写具体的、可衡量的、可实现的、相关的和及时的学习成果。教授还应确保学习成果使用一种与适当评估相一致的认知分类法，以衡量、监控和保证学习的保证。

实际影响

学院和行业合作伙伴可以合作为学生提供机会，让他们接触现实世界的体验项目、实习和工作机会，同时为他们提供所学 PM 知识和技能的实际应用。当学院能够培养出能够成功开展 PM 活动并降低项目失败率的合格 PM 人员时，社会将得到很好的服务。

社会影响

当学院能够培养出能够成功开展 PM 活动并降低项目失败率的合格 PM 人员时，社会将得到很好的服务。

原创性/价值

据研究人员所知，这是第一项专门调查课程大纲中 PM 学习成果的存在和性质的研究。通过评估 PM 学习成果与 Bloom 的分类法动作动词和认知过程之间的一致性，该研究提供了一些编写良好且可衡量的学习成果的示例，教授可以使用这些示例通过课程设计或重新设计来告知他们的 PM 课程。