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Journey to Project Management Program Design: Certification, Alignment, and Quality in Higher Education

Journey to Project Management Program Design: Certification, Alignment, and Quality in Higher Education

Nancy Crain Burns, Gabriela Ziegler
Copyright: © 2020 |Pages: 29
ISBN13: 9781799800545|ISBN10: 1799800547|ISBN13 Softcover: 9781799800552|EISBN13: 9781799800569
DOI: 10.4018/978-1-7998-0054-5.ch005
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MLA

Burns, Nancy Crain, and Gabriela Ziegler. "Journey to Project Management Program Design: Certification, Alignment, and Quality in Higher Education." Cases on Learning Design and Human Performance Technology, edited by Jill Stefaniak, IGI Global, 2020, pp. 80-108. https://doi.org/10.4018/978-1-7998-0054-5.ch005

APA

Burns, N. C. & Ziegler, G. (2020). Journey to Project Management Program Design: Certification, Alignment, and Quality in Higher Education. In J. Stefaniak (Ed.), Cases on Learning Design and Human Performance Technology (pp. 80-108). IGI Global. https://doi.org/10.4018/978-1-7998-0054-5.ch005

Chicago

Burns, Nancy Crain, and Gabriela Ziegler. "Journey to Project Management Program Design: Certification, Alignment, and Quality in Higher Education." In Cases on Learning Design and Human Performance Technology, edited by Jill Stefaniak, 80-108. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0054-5.ch005

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Abstract

Approaching a project can be considered a journey of discovery. Each person involved has a different background and comes to the table with a diverse perspective. The authors use the analogy of a journey throughout the context of the case study. Providing quality education for university students often includes a journey toward the best approach. This journey entails outlining the appropriate curriculum, finding the appropriate content, establishing dynamic learning objectives and aligning the course with student needs and learning styles. After these criteria are met, the university seeks and selects the most qualitied faculty members to teach the course(s). When specialized credentialing requirements are involved, the University must take further steps to ensure that each course meets the standards of the certifying body. The context of this journey and enhancement of Davenport University's Global Project Management Program will include three parts. Part I will review recognition that course updates were necessary to meet changes in the latest revision of the Project Management Body of Knowledge (PMBOK® Guide 6th ED, 2017). The university faculty, staff and a consultant with project management credentials developed a consistent process for making updates and ensuring that changes were made to meet requirements. Throughout the consulting phase, principles of Human Performance Improvement/Technology were followed to develop this process. Part II will exhibit a case study that illustrates successful student certification pursuit after completing the capstone course in the program. Part III will review future opportunities for application of performance improvement principles to other projects.

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