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Project-oriented education for a project management course at the undergraduate level: experience of pedagogy — a case study from Nankai University in China

Author(s): Anbang Qi | Jing Gu

Journal: Journal of Project, Program & Portfolio Management
ISSN 1838-7845

Volume: 2;
Issue: 1;
Start page: 47;
Date: 2011;
Original page

With the aim of changing the traditional passive learning style in higher education in China, the Center for Project Management Research at Nankai University (CPMRNK) has spent ten years studying the pedagogical approach of project-oriented education, and has had some success with this in its project management course. Its project-oriented education is a new initiative that comprises: teaching in class by teachers first; designing projects after class by students; presenting the designs in the next class; using the designs as cases and doing the case study in the class; correcting the mistakes in the designs after that class; and continuing these cycles until the course is finished. The course implementation effect and feedback from the students using Course Experience Questionnaire (CEQ) are analysed after the introduction of teaching methodology. All the teaching skills and techniques used in their project-oriented education are also discussed in this paper.

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