The learning study approach to comparing two typologies of the cost concept for project management teaching

Research output: Contribution to journalArticle

Abstract

Purpose: The epistemology of project management has been considered imperfect because the gap between theory and practice has not become closer due to unsatisfactory project performance. Without effective learning, the transfer of learning to the workplace would be uncertain. Therefore, the aim of the present study is to use the learning study approach to exploring the value of Variation Theory in comparing two typologies of the cost concept for project management teaching. Design/methodology/approach: To illustrate the application of the theory of variation, a case of teaching the two major cost typologies was demonstrated. A pedagogical setting was designed from the theory for helping students discern the object of learning. Findings: Students of the target cohort had much fewer errors than previous cohorts in transforming the costs of the first typology used in project management textbooks to those of the second typology used in Microsoft Project. Originality/value: This is perhaps the first case study to appreciate the use of Variation Theory in project management teaching. Apparently, thinking of how to induce learning and facilitate the transfer of learning should be a productive way for creating excellence in practice. Copyright © 2016 Emerald Group Publishing Limited.
Original languageEnglish
Pages (from-to)300-312
JournalInternational Journal for Lesson and Learning Studies
Volume5
Issue number4
DOIs
Publication statusPublished - 2016

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Citation

Cheng, E. W. L. (2016). The learning study approach to comparing two typologies of the cost concept for project management teaching. International Journal for Lesson and Learning Studies, 5(4), 300-312.