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The Development of a Conceptual Framework for Simulations in Project Management Education

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The Development of a Conceptual Framework for Simulations in Project Management Education The Development of a Conceptual Framework for Simulations in Project Management Education Bell, A. Submitted version deposited in CURVE March 2016 Original citation: Bell, A. (2016) The Development of a Conceptual Framework for Simulations in Project Management Education. Unpublished PhD Thesis. Coventry: Coventry University Copyright © and Moral Rights are retained by the author. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. Some materials have been removed from this thesis due to third party copyright. Pages where material has been removed are clearly marked in the electronic version. The unabridged version of the thesis can be viewed at the Lanchester Library, Coventry University. CURVE is the Institutional Repository for Coventry University http://curve.coventry.ac.uk/open THE DEVELOPMENT OF A CONCEPTUAL FRAMEWORK FOR SIMULATIONS IN PROJECT MANAGEMENT EDUCATION Andrew Bell PhD January 2016 THE DEVELOPMENT OF A CONCEPTUAL FRAMEWORK FOR SIMULATIONS IN PROJECT MANAGEMENT EDUCATION Andrew Bell PhD January 2016 A thesis submitted in partial fulfilment of the University’s requirements for the degree of Master of Philosophy Coventry University DECLARATION OF ORIGINALITY This project is all my own work and has not been copied in part or in whole from any other source except where duly acknowledged. As such, all use of previously published work (from books, journals, magazines, internet, etc…) has been acknowledged within the main report to an item in the References or Bibliography lists. I also agree that an electronic copy of this project may be stored and used for the purposes of plagiarism prevention and detection. Copyright Acknowledgement I acknowledge that the copyright of this project and report belongs to Coventry University. Signed: [________________________________________] Date: [___/___/___] Office Stamp i Coventry University ABSTRACT Project management is an experiential subject, and existing passive methods of teaching via lectures and seminars restricts learning to knowledge rather than leading to the deep understanding of the topic that the project management industry requires. Higher Education needs to produce competent graduates, i.e. those with both knowledge and experience. This research created and validated a conceptual framework to assist in the development of new project management simulations. The investigation confirmed that the use of simulations in the teaching of project management is a valid method of delivering experiential learning, and proposes a framework for how project management simulations can be created. The research commenced with a literature review, and a questionnaire was issued to project management lecturers to collect information on existing teaching methods and the current use of activities and simulations in the teaching of project management. From the literature and the questionnaire, a conceptual framework was created to assists in the development of new project management simulations. This framework was then tested by the creation of a new simulation. Finally, the conceptual framework was evaluated and validated by peers who have experience with project management simulations as project management lecturers. Following this validation the conceptual framework was further revised. The contribution to knowledge is threefold. Firstly the research provides a literature review into the use of simulations within project management teaching. Secondly the conceptual framework provides a starting point to other academics who are considering developing their own simulations, and finally the conceptual framework can be used to asses existing simulations. The results of the study show that the conceptual framework will greatly benefit academics when considering the development of simulations in project management teaching. This is important, because there is a growing need for student centred learning, and students who have a competence in their subjects as well as knowledge. ii Coventry University ACKNOWLEDGEMENTS I’d like to thank my colleagues, the lecturing and support staff at Coventry University, for their support during the four years of my study towards this qualification. They provided inspiration, encouragement, advice, and support whenever it was required. These thanks also extend to the administrative staff in the registry, the library, academic writing, and graduate centre for their smaller, but no less vital part in assisting me to complete this research. Special thanks of course go to the supervisors: Dr Anthony Olomolaiye for his excellent supervision along with Dr Mark Hooper and Dr Ammar Bazi. Inspiration to be educated stems from my parents, and the support that they gave me extends back 40 or 50 years for which I am grateful. Support from my family and close friends was also essential during this period of research. The help from Angela on understanding how to get the most out of Word and Excel, along with proof reading, checking and support is very much appreciated. I particularly thank my dog who required long walks enabling me to ‘think’ rather than ‘do’. iii Coventry University CONTENTS ABSTRACT ii ACKNOWLEDGEMENTS iii CONTENTS iv LIST OF TABLES viii LIST OF FIGURES xi TABLE OF APPENDICES xiv GLOSSARY OF ABBREVIATIONS xv 1 Introduction 1 1.1 Preamble 1 1.2 Statement of the Problem 2 1.2.1 Active and Passive Teaching Methods 3 1.2.2 Higher Education Providing Skilled Project Managers 5 1.2.3 Simulations as a Method of Providing Experiential Learning 6 1.2.4 Issues with Simulations : The need for Further Research 7 1.2.5 Current Literature Regarding Project Management Simulations 8 1.3 Research Aims, Objectives and Propositions 9 1.3.1 Research Aims 9 1.3.2 Research Objectives 10 1.3.3 Proposition 1: 11 1.3.4 Proposition 2: 11 1.4 Contributions to Knowledge 14 1.4.1 Theoretical and Practical Contributions to Knowledge 14 1.5 Research Methods 15 1.6 Limitations of the Research 16 1.7 Structure of the Thesis 18 1.8 Summary 19 A Review of Literature on Education, Project 2 Management, and Simulations 21 2.1 Higher Education Teaching and Learning 21 2.1.1 Teaching and Learning 23 2.1.2 Lecturing 53 2.1.3 Assessment and Feedback 59 2.1.4 Project Management Lecturers 63 2.2 Project Management 65 2.2.1 The Importance of Project Management 65 2.2.2 The Need for Project Managers is Growing 67 2.2.3 Projects, Portfolios, and Programmes 73 2.2.4 The Management of Projects 84 2.2.5 Project Management Competence Frameworks 93 iv Coventry University 2.2.6 Project Management Bodies of Knowledge 96 2.2.7 The Tools of Project Management 106 2.2.8 New Directions for Project Management 108 2.3 Content and Methods for Teaching Project Management 121 2.4 The Need for Simulations in Project Management Education 123 2.5 Review of Existing Project Management Simulations 126 2.5.1 Project Management Simulations Mentioned in Academic Research Papers 126 2.5.2 Commercially Available Simulations 131 2.5.3 Content of Project Management Simulations 136 2.6 Summary 137 3 Initial Development of a Conceptual Framework 141 3.1 Examples of Models and Frameworks 144 3.2 Creating Conceptual Frameworks 151 3.3 Possible Content of a Conceptual Framework 153 3.4 Creation of a Mind Map for Project Management Simulations 154 3.4.1 Elements of a Simulation 154 3.4.2 A Mind Map for Project Management Simulations 161 4 Research Methodology and Data Collection 164 4.1 Introduction 164 4.2 Research Purpose 164 4.2.1 Research Propositions 164 4.3 Research Assumptions 166 4.4 Research Philosophies 167 4.5 Research Approach 170 4.6 Research Strategies 172 4.7 Research Methodology 175 4.8 Unit of Analysis 176 4.9 Research Choices and Techniques 179 4.9.1 Literature Review 180 4.9.2 Questionnaire Data 180 4.9.3 Peer Review Validation 181 4.1 Time Horizons 182 4.11 Research Procedures 183 4.11.1 Literature Review 183 4.11.2 Questionnaire 184 4.11.3 Peer Review Validation 184 4.12 Research Methods 185 4.12.1 Literature review 185 4.12.2 Questionnaires 187 4.12.3 Data Analysis 195 Presentation of the Conceptual Framework and New Simulation for Peer 4.12.4 Review Validation 195 4.13 Data Reliability 196 4.14 Data Validity 197 v Coventry University 4.15 Ethical Considerations 199 4.15.1 Human Ethics 199 4.15.2 Academic Ethics 199 4.16 Summary 200 5 Data Analysis and Discussion 202 5.1 Questionnaire Results Data Reporting, Analysis, and Discussion 202 5.1.1 Questionnaire General Results and Response Rates 203 5.1.2 Initial Questionnaire Reporting 205 5.1.3 Data Analysis and Discussion of Questionnaire Results 207 5.1.4 Specific Data Analysis with Regard to the Research Propositions 277 5.2 Summary 279 Final Development and Use of a Conceptual 6 Framework for Project Management Simulations 282 6.1 Developing the Conceptual Framework 282 6.1.1 Understanding how Existing Simulations use the Elements. 283 6.1.2 Possible Conceptual Frameworks 301 6.1.3 Categorising the Elements for Project Management Simulations 308 6.1.4 Further Development of the Conceptual Framework 309 Selection of a Conceptual Framework for the Development of Project 6.1.5 Management Simulations 334 6.1.6 Benefits of the Conceptual Framework 336 6.1.7 Limitations of the Conceptual Framework 337 6.2 Use of the Conceptual
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