Quality of Project Management Education and Training Programmes

Quality of Project Management Education and Training Programmes

Constanta-Nicoleta Bodea (The Academy of Economic Studies, Romania), Maria Dascalu (The Academy of Economic Studies, Romania) and Melania Coman (The Academy of Economic Studies, Romania)
DOI: 10.4018/978-1-4666-1788-9.ch007
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Abstract

This paper examines the factors that influence the quality of training and education on project management. The authors present the results of two questionnaire-based surveys. The goal of the first survey was to find what factors influence the quality of project management education, according to the perspective of trainers, professors, and training providers. The respondents included Chinese and European academics and professionals, such as project managers, software developers, financial managers and professors. The respondents were not only involved in project management training but also served as team members or team managers, thus ensuring a balanced overview of theoretical and practical issues. The goal of the second survey was to explore the definition “quality” to trainees and students. Although there were small differences of perspective, both trainers and trainees have the same approach toward a qualitative project management education.
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3. The Quality Of Education And Training On Project Management: Research Methodology

The instruments used in current research were two questionnaires. The methodology for the development of the questionnaires was based on the following aims:

  • 1.

    Development of a questionnaire for assessing the general and specific traits of quality in training on project management;

  • 2.

    Focusing on the practical aspects of organization and logistics, including technical platform for online education;

  • 3.

    Stressing on candidate accession / enrolment in a training course / programme;

  • 4.

    Finding out the needs for the inputs and resources ensured by the training providers;

  • 5.

    Finding out what the trainers’ profiles should be;

  • 6.

    Discovering the minimum requirements of curriculum;

  • 7.

    Highlighting what the expectations for the training result are;

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